Mechanisms linking self-regulated learning competence to perceived learning effectiveness among pre-service teachers in flipped classrooms

Oct 15, 2026

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Study investigates how self-regulated learning (SRL) competence shapes perceived learning effectiveness (PLE) for pre-service teachers in flipped classroom settings, emphasizing sequential mediation through student engagement (ENG) and learning satisfaction (SAT). A mediation model grounded in SRL and engagement theories is proposed and tested in Vietnam using data from 1,119 pre-service teachers across multiple institutions. Structural equation modeling shows SRL strongly predicts ENG, while direct links to SAT and PLE are weaker. ENG affects both SAT and PLE, and SAT is the strongest predictor of PLE. The largest indirect effect runs from SRL competence via ENG and then SAT, supporting design of engaging, satisfying flipped teacher education environments in Vietnam.

LanguageEnglish

CategoryResearch & Report

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Pages23

Reading Time58 min

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Contemporary Educational Technology, 2026, 18(2), ep656 ISSN: 1309-517X (Online) OPEN ACCESS Research Article Mechanisms linking self-regulated learning competence to perceived learning effectiveness among pre-service teachers in flipped classrooms Tieu Thi My Hong 1 0000-0003-4939-0460 Hoang Thi Thinh 1* 0009-0002-2772-3850 Hoang Thi Thuan 1 0009-0004-8415-0221 Nguyen Thi Hanh 1 0009-0008-7534-9270 1 Hanoi National University of Education, Hanoi, VIETNAM * Corresponding author: [thinhht@hnue.edu.vn](thinhht@hnue.edu.vn) Citation: Hong, T. T. M., Thinh, H. T., Thuan, H. T., & Hanh, N. T. (2026) . Mechanisms linking self-regulated learning competence to perceived learning effectiveness among pre-service teachers in flipped classrooms. Contemporary Educational Technology, 18(2), Article ep656. [https://doi.org/10.30935/cedtech/18543](https://doi.org/10.30935/cedtech/18543) ARTICLE INFO ABSTRACT | Received: 21 Dec 2025
Accepted: 11 Apr 2026 | This study explains the mechanisms through which self-regulated learning (SRL) competence contributes to perceived learning effectiveness (PLE) among pre-service (PS) teachers in flipped classroom (FC) settings, with particular attention to the sequential mediating roles of student engagement (ENG) and learning satisfaction (SAT) . Grounded in SRL and engagement theories, a mediation model linking SRL competence, ENG, SAT, and PLE was proposed and empirically tested in flipped teacher education courses in Vietnam. Data were collected from 1,119 PS teachers across multiple teacher education institutions. Structural equation modeling indicated that SRL competence strongly predicts ENG, while its direct effects on SAT and PLE are comparatively weaker. ENG significantly influences both SAT and PLE, and SAT emerges as the strongest predictor of PLE. Notably, the sequential pathway from SRL competence through engagement and satisfaction represents the most substantial indirect effect in the model, accounting for a large proportion of variance in PLE. These findings suggest that SRL competence enhances learning outcomes primarily by activating engagement and fostering SAT rather than through direct effects alone. The study advances FC research by elucidating the cognitive, behavioral, and affective mechanisms underlying PLE and offers practical implications for designing engaging and satisfying flipped teacher education environments in Vietnam.
Keywords: self-regulated learning competence, student engagement, learning satisfaction, perceived learning effectiveness, flipped classroom, pre-service teacher education | | --- | --- | | INTRODUCTION | | The rapid digital transformation in higher education (HE) in recent years, particularly in the aftermath of the COVID-19 pandemic, has accelerated the adoption of learner-centered instructional models. Among these, the flipped classroom (FC) has been widely recognized as a promising pedagogical approach for enhancing students’ autonomy, motivation, and overall learning quality. A growing body of empirical studies and systematic reviews has demonstrated that FC can improve student engagement (ENG), interaction, positive learning emotions, and learning outcomes compared to traditional instructional models (Fisher et al., 2024; Lo & Hew, 2021; Turan & Akdag-Cimen, 2020) . In Vietnam, FC has increasingly been implemented in teacher education programs, an educational context that requires pre-service (PS) teachers not only to acquire disciplinary knowledge but also to develop self-directed learning capacity, critical thinking skills, and the ability to flexibly apply active teaching methods. However, the effectiveness of FC does not occur automatically; rather, it depends heavily on learner characteristics, particularly self-regulatory capacity, prior online learning experience, readiness for proactive engagement, as well as instructional design quality and underlying psychological and behavioral mechanisms such

FAQs

What is the main purpose of the study?

To explain how self-regulated learning (SRL) competence contributes to perceived learning effectiveness (PLE) in flipped classrooms, using student engagement (ENG) and learning satisfaction (SAT) as sequential mediators.

How was the proposed mediation model tested?

The study collected data from 1,119 pre-service teachers across multiple teacher education institutions in Vietnam and analyzed the model using structural equation modeling.

What variables most strongly predict PLE?

Learning satisfaction (SAT) is identified as the strongest predictor of perceived learning effectiveness (PLE), with student engagement (ENG) also playing a significant role.

Oct 15, 2026

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