Students’ behavioral engagement is critical for flipped classroom success. Research on flipped and non-flipped classrooms has provided mixed findings regarding students’ behavioral engagement. Using the motivation-opportunity-ability perspective and self-determination theory, in this study, we aim to empirically test how student-level motivation (i.e., autonomous and controlled), student-level ability (i.e., perceived self-efficacy), and class-level opportunity (i.e., perceived teaching quality and perceived platform quality) influence students’ behavioral engagement in flipped classrooms. Data were collected with a survey completed by 1002 students in 30 classes with flipped classrooms at public and private universities and tested using hierarchical linear modeling (HLM). The results revealed that autonomous motivation, controlled motivation, perceived self-efficacy, and perceived teaching quality were critical determinants of university students’ behavioral engagement in flipped classrooms. When perceived self-efficacy was high, the positive relationship between autonomous motivation and behavioral engagement became stronger. Moreover, when perceived platform quality was high, the positive relationship between autonomous motivation and behavioral engagement became stronger. In addition, when perceived platform quality was low, the negative relationship between controlled motivation and behavioral engagement became stronger. Follow-up interviews with the students emphasized five contradictions in flipped classrooms that hindered behavioral engagement—there was tension between types of learning, the videos were boring, not all students actually participated in the discussions, students lacked sufficient time for in-class activities, and teachers did not have good interaction skills. Implications of flipped classrooms are also discussed.

学生的行为参与对于翻转课堂的成功至关重要。关于翻转课堂和非翻转课堂的研究提供了关于学生行为参与的混合发现。运用动机-机会-能力的视角和自我决定理论，在本研究中，我们旨在实证检验学生层面的动机（即自主和可控）、学生层面的能力（即感知自我效能感）和班级机会（即感知教学质量和感知平台质量）影响学生在翻转课堂中的行为参与。数据是通过由公立和私立大学翻转课堂的 30 个班级的 1002 名学生完成的调查收集的，并使用分层线性模型 (HLM) 进行测试。结果表明，自主动机、受控动机、感知自我效能感和感知教学质量是大学生在翻转课堂中行为参与的关键决定因素。当感知自我效能感高时，自主动机和行为参与之间的正相关关系变得更强。此外，当感知平台质量高时，自主动机和行为参与之间的正相关关系变得更强。此外，当感知平台质量较低时，受控动机和行为参与之间的负相关关系变得更强。对学生的后续采访强调了翻转课堂中阻碍行为参与的五个矛盾——学习类型之间存在紧张关系，视频很无聊，并非所有学生都真正参与了讨论，学生缺乏足够的课堂活动时间，教师缺乏良好的互动技巧。还讨论了翻转课堂的影响。