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<p>Self-regulated learning comprises cognitive, emotional, and behavioral dimensions. However, flipped classroom studies have mainly focused on behavioral self-regulation and overlooked their relationships with each other. This quasi-experiment was conducted to investigate whether implementing self-regulated cognitive strategies (SRCSs) in preclass learning of a mathematics flipped classroom would affect the mathematics self-efficacy and anxiety of students during flipped learning. Based on the concept of SRCS and its interrelations with metacognition, a three-stage metacognitive model (TMM) was developed to enhance the SRCSs of students during pre-learning. 195 seventh-graders participated in a 4-week flipped classroom experiment. The results reveal that the TMM significantly increased the SRCS and self-efficacy levels of the experimental group. These results highlight the key role of SRCS-based learning in the preclass phase of a flipped classroom model and the necessity of further studies on the psychological mechanism underlying the relationship between SRCSs and mathematics anxiety.</p>

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Integrating Self-Regulated Cognitive Strategies in Preclass Learning of Mathematics Flipped Classroom: Effects on Students’ Self-Efficacy and Anxiety

  • 期刊论文

  • 发表日期：

    2025年5月6日

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  • Lilong Han,
  • Gengrao Hu,
  • Zheng Chen,
  • Ming Liu

摘要

Self-regulated learning comprises cognitive, emotional, and behavioral dimensions. However, flipped classroom studies have mainly focused on behavioral self-regulation and overlooked their relationships with each other. This quasi-experiment was conducted to investigate whether implementing self-regulated cognitive strategies (SRCSs) in preclass learning of a mathematics flipped classroom would affect the mathematics self-efficacy and anxiety of students during flipped learning. Based on the concept of SRCS and its interrelations with metacognition, a three-stage metacognitive model (TMM) was developed to enhance the SRCSs of students during pre-learning. 195 seventh-graders participated in a 4-week flipped classroom experiment. The results reveal that the TMM significantly increased the SRCS and self-efficacy levels of the experimental group. These results highlight the key role of SRCS-based learning in the preclass phase of a flipped classroom model and the necessity of further studies on the psychological mechanism underlying the relationship between SRCSs and mathematics anxiety.