Abstract

Our research provides a comprehensive model using self-determination theory (SDT) and cognitive load theory (CLT) to study the antecedents of academic performance in the context of flipped learning (FL). Using partial least squares (PLSs), we analyze the impact of intrinsic motivation, extrinsic motivation, self-pacing, and cognitive load on students’ academic performance in management studies. Our results show that solely underlying some factors of SDT—the sense of competence, relatedness, and extrinsic motivation—improve the performance of tertiary students in the context of FL. Our findings point to the need to support initiatives aimed at the application of FL in management studies.

摘要

我们的研究提供了一个使用自决理论 (SDT) 和认知负荷理论 (CLT) 的综合模型来研究翻转学习 (FL) 背景下学业成绩的前因。使用偏最小二乘法 (PLS)，我们分析了内在动机、外在动机、自我节奏和认知负荷对学生在管理研究中的学业成绩的影响。我们的研究结果表明，仅在 SDT 的某些因素（能力感、相关性和外在动机）的基础上，就可以提高大专生在 FL 环境中的表现。我们的研究结果表明需要支持旨在将 FL 应用于管理研究的举措。