Pre-class preparedness is critical to students' in-class learning and overall success in the flipped classroom. This study used both trace data and self-report data to identify students' pre-class learning behavior profiles and investigate the relations of the identified learning profiles with the achievement trajectory over time and students' perceived achievement goal orientations in a flipped undergraduate math class. Three distinctive types of pre-class learning profiles emerged from the study, including the lecture-focused and low time-spent profile, lecture-quiz-balanced and average time-spent profile, and quiz-focused and high time-spent profile. The results show that students' performance trajectories were significantly different among the three learning profiles. In addition, achievement goals significantly impacted the membership of the learning profiles, indicating students' perceived goal orientations shape their pre-class learning behaviors. The theoretical and instructional implications are discussed, and specific design suggestions were provided to improve students' pre-class preparedness in the flipped math classroom.

课前准备对于翻转课堂中学生的课堂学习和整体成功至关重要。这项研究使用跟踪数据和自我报告数据来识别学生的课前学习行为概况，并调查所识别的学习概况与成就轨迹的关系以及学生在翻转的本科数学班中随时间推移的感知成就目标取向。这项研究得出了三种独特的课前学习模式，包括以演讲为重点的低时间花费型，以演讲测验为平衡的平均时间花费型和以测验为中心的高时间花费型。结果表明，在三种学习方式下，学生的表现轨迹显着不同。另外，成就目标极大地影响了学习型态的成员，表明学生的感知目标取向会影响他们的课前学习行为。讨论了理论和教学意义，并提供了具体的设计建议，以提高学生在翻转课堂上的课前准备。