International Journal of Information and Education Technology - Vol. 7 - No. 3 - Addressing Student Motivation, Self-regulation, and Engagement in Flipped Classroom to Decrease Boredom

Aug 21, 2026

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Interplay between teacher regulation and student self-regulation of learning is central to contemporary teaching and learning theories, especially given the widespread, harmful boredom students experience. Findings indicate that preventing or reducing boredom may require measures that increase the perceived value of achievement-setting activities. Using mixed methods, the study combines a student perception inventory with observations to examine whether teachers differ in regulation mode during flipped lessons. The work evaluates flipped classroom impacts on learning and teacher reflections, emphasizing a shift from content acquisition to knowledge expression and creation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

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Introduction

Student Engagement

International Journal of Information and Education Technology, Vol. 7, No. 3, March 2017 Addressing Student Motivation, Self-regulation, and Engagement in Flipped Classroom to Decrease Boredom Alessandra La Marca and Leonarda Longo Abstract—The interplay teacher regulation and student self-regulation of learning is an important topic in contemporary theories of teaching and learning. The pervasiveness of the boredom experienced by many students, along with its deleterious effects, clearly implies that educators, and teachers responsible for the design of academic settings should pay more attention to this emotion. With regard to the prevention or reduction of boredom, the present findings suggest that specific measures could focus on increasing the perceived values of activities in achievement settings. This study used mixed methodologies, including a student perception inventory and observations, to investigate whether teachers differ in their regulation mode during flipped lesson. This paper is an attempt to examine the impact of flipped classroom model on student’s learning with particular focus on teacher’s reflections on their learning process. The contribution of this research is that it qualifies the instructional practices to shift from content acquisition act to knowledge expression and creation act. In addition, the paper would give a contribution to people looking for pedagogical applications of virtual and blended learning environments for developing multiple ways to express what learners know and be able to do. Index Terms—Boredom, flipped, observations of teacher practices, self-regulation. I. INTRODUCTION Several motivation theories may be relevant to a discussion of boredom in learning environments: these include attribution theory, self-regulated learning, and goals theory. Researches on self-regulated learning show that self-regulation is an important factor in student learning. Recent studies have gone beyond the effect of boredom on achievement. These studies indicate that boredom is relate to: students‘ stress, impulsivity, procrastination, and it has significant consequences leading to truancy and school dropout (etc.) . Since schools were first established, educators from the inside and reformers from the outside, have tried to change schools for the better. Question are frequently asked why Manuscript received October 12, 2015; revised December 23, 2015. This work was supported in part by the Research Project of National Interest (PRIN, 2010/2011) ―Success training, inclusion and social cohesion: innovative strategies, ICT and valuation models‖(Scientific Coordinator of the National Research Programme is Professor Gaetano Domenici) . Starting from the standard measurement of learning, achieved through an external evaluation integrated with the internal evaluation prepared by the teachers, the Research Unit of Palermo, coordinated by Professor Giuseppe Zanniello, aims at both improving individual performance of pupils and teachers‘professional skills. The authors are with the Educational Department, University of Palermo, 90100 Italy (e-mail: [alessandra.lamarca@unipa.it](alessandra.lamarca@unipa.it), [leonarda.longo@unipa.it](leonarda.longo@unipa.it)). some students are successful in some schools while in others they are not. Why do some students do not complete schooling? Why do some students come to school regularly while others stop attending? Even when students decide to study, simply knowing that there are alternatives can affect the students' self-regulation. Emotional and cognitive engagement are related to the degree to which students value and connect with classroom activities, and whether or not they believe that these activities are relevant. Boredom acts to withdraw attention from the task at hand [1] . It causes a student to work to distract herself and the result is paying attention to something other than what is going on in the classroom, or other than what

FAQs

How does the paper define the role of teacher and student regulation in learning?

The study focuses on the interplay between teacher regulation and student self-regulation as a key element in contemporary teaching and learning theories. It argues that teacher actions within the learning environment can help reduce boredom and support self-regulated learning.

Why is boredom considered important in this research?

Boredom is described as pervasive and deleterious, withdrawing attention from tasks and reducing academic motivation. The paper also notes connections with stress, impulsivity, procrastination, and serious schooling outcomes such as truancy and dropout.

What methods does the study use to investigate flipped classroom effects?

The research uses mixed methodologies, including a student perception inventory and classroom observations. These tools examine whether teachers differ in regulation mode during flipped lessons and assess impacts on learning with attention to teacher reflections.

Aug 21, 2026

Upload by Dozel