Antecedents of Academic Performance in Management Studies in a Flipped Learning Setting

Autor/inn/en	Diaz-Carrion, Rosalia; Franco-Leal, Noelia
Titel	Antecedents of Academic Performance in Management Studies in a Flipped Learning Setting
Quelle	In: Journal of Education for Business, 97 (2022) 3, S.186-195 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-2323
DOI	10.1080/08832323.2021.1896462
Schlagwörter	Academic Achievement; Business Administration Education; Flipped Classroom; Self Determination; Competence; Interpersonal Relationship; Student Motivation; Cognitive Processes; Difficulty Level; Undergraduate Students; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Schulleistung; Flipped classrooms; Flip teaching; Inverted teaching; Selbstbestimmung; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulische Motivation; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Ausland; Spanien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01