To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

中文翻译：

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自我效能感，动机和满意度对翻转课堂上岗前师范生学习成绩的不同影响：以现代教育技术课程为例

分析随着时间变化的可变性如何可以增强对学习者的自我效能，动机和满意度的控制方式以及为什么个体群体之间可能存在差异的理解。因此，本研究使用一门名为现代教育技术（MET）的课程，比较了在课堂教学法中可变性对职前教师学生的影响。共有两组的77名学生参加了这项研究。实验组的学习者获得了翻转的教室待遇。对照组的学习者接受了传统的以演讲为中心的教学方法。通过练习分配，迁移分配和学生知觉调查来评估学习成果。该调查包括对学习满意度，自我效能和学习动机的评估。两组进行了前测和后测。数据分析结果应用方差分析（ANOVA）或协方差分析（ANCOVA），并显示实验组的学习成绩优于对照组。实验组参与者的知觉也显示变异性（即学习满意度，自我效能感和学习动机）优于对照组。考虑到整体学习结果，翻转课堂模型可以应用于职前教师学生的现代教育技术课程。实验组参与者的知觉也显示变异性（即学习满意度，自我效能感和学习动机）优于对照组。考虑到整体学习结果，翻转课堂模型可以应用于职前教师学生的现代教育技术课程。实验组参与者的知觉也显示变异性（即学习满意度，自我效能感和学习动机）优于对照组。考虑到整体学习结果，翻转课堂模型可以应用于职前教师学生的现代教育技术课程。