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A Comparison of Two Instructional Approaches: Flipped and Self Determination -Based Methods in Enhancing Students' Self – Regulation
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Reyhaneh Moradi   , Farideh Hamidi *  , Bahram Saleh Sedghpour , Taher Tizdast |
| Department of Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran & Shahid Rajaee Teacher Training University, Tehran, Iran |
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Abstract: (908 Views) |
In the context of Iranian higher education, where self-regulation is crucial for students’ academic success amid evolving pedagogical approaches, this study examined the comparative effectiveness of two learner-centered instructional models—self-determination–based instruction (SDI) and flipped instruction—in enhancing university students’ self-regulation. Participants included forty-five undergraduate psychology students from Islamic Azad University, Eslamshahr, who were assigned to two experimental groups and one control group. Each group received 10 structured instructional sessions, and students’ self-regulation was assessed at pretest, posttest, and follow-up using the Motivated Strategies for Learning Questionnaire (MSLQ). For data analysis, separate analyses of covariance (ANCOVA) were conducted for posttest and follow-up scores, with pretest scores entered as covariates to control for baseline differences among groups. Bonferroni-adjusted pairwise comparisons were performed to examine group differences. Results indicated that both instructional interventions significantly improved students’ self-regulation compared with traditional instruction, with a large effect size (partial η² ranging from .36 to .41). The SDI group demonstrated the greatest gains and significantly outperformed the flipped instruction group. Effects remained stable from posttest to follow-up, indicating the durability of the intervention outcomes. By emphasizing autonomy, competence, and relatedness in instructional design, these findings highlight the theoretical and practical significance of self-determination principles in fostering enduring self-regulation skills in higher education, providing evidence-based guidance for curriculum developers and university instructors to enhance students’ independent and self-directed learning capacities.
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| Keywords: flipped classroom, self-determination theory, self-regulated learning, quasi-experimental design, university students, Iran. |
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Full-Text [PDF 1021 kb]
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Type of Study: Research |
Subject:
Special
Received: 2025/11/17 | Revised: 2026/04/20 | Accepted: 2026/04/27 | Published: 2026/06/20
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Moradi R, Hamidi F, Saleh Sedghpour B, Tizdast T. A Comparison of Two Instructional Approaches: Flipped and Self Determination -Based Methods in Enhancing Students' Self – Regulation. ijpb 2026; 20 (1) :31-63 URL: http://ijpb.ir/article-1-638-en.html
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