International Journal of Psychology (IPA)

en A Comparison of Two Instructional Approaches: Flipped and Self Determination -Based Methods in Enhancing Students' Self – Regulation A Comparison of Two Instructional Approaches: Flipped and Self Determination -Based Methods in Enhancing Students' Self – Regulation تخصصي Special پژوهشي Research <div dir="ltr" style="text-align: justify;">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.</div> <div class="bubbles scrolled-down"> <div class="scrollable scrollable-y"> <div class="bubbles-inner has-rights is-chat is-scrolling"> <div class="bubbles-date-group"> <div class="bubble is-sent hide-name is-out can-have-tail is-group-first is-group-last" data-mid="4873388031" data-peer-id="3266305" data-timestamp="1777278741"> <div class="bubble-content-wrapper"> <div class="bubble-content"><svg class="bubble-tail" height="20" viewbox="0 0 11 20" width="11"><use href="https://web.eitaa.com/#message-tail-filled"></use></svg></div> </div> </div> </div> </div> </div> </div> <div class="chat-input" style=""> <div class="chat-input-container"> <div class="rows-wrapper chat-input-wrapper"><svg class="bubble-tail" height="20" viewbox="0 0 11 20" width="11"><use href="https://web.eitaa.com/#message-tail-filled"></use></svg></div> </div> </div> <div class="new-message-wrapper"></div><div class="input-message-input scrollable scrollable-y i18n no-scrollbar" dir="auto" data-placeholder="پیام" style="transition-duration: 181ms; height: 37px;" contenteditable="true"></div> <div style="text-align: justify;">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.</div> <div class="bubbles scrolled-down"> <div class="scrollable scrollable-y"> <div class="bubbles-inner has-rights is-chat is-scrolling"> <div class="bubbles-date-group"> <div class="bubble is-sent hide-name is-out can-have-tail is-group-first is-group-last" data-mid="4873388031" data-peer-id="3266305" data-timestamp="1777278741"> <div class="bubble-content-wrapper"> <div class="bubble-content"><svg class="bubble-tail" height="20" viewbox="0 0 11 20" width="11"><use href="https://web.eitaa.com/#message-tail-filled"></use></svg></div> </div> </div> </div> </div> </div> </div> <div class="chat-input" style=""> <div class="chat-input-container"> <div class="rows-wrapper chat-input-wrapper"><svg class="bubble-tail" height="20" viewbox="0 0 11 20" width="11"><use href="https://web.eitaa.com/#message-tail-filled"></use></svg></div> </div> </div> <div class="new-message-wrapper"></div><div class="input-message-input scrollable scrollable-y i18n no-scrollbar" dir="auto" data-placeholder="پیام" style="transition-duration: 181ms; height: 37px;" contenteditable="true"></div> flipped classroom, self-determination theory, self-regulated learning, quasi-experimental design, university students, Iran. flipped classroom, self-determination theory, self-regulated learning, quasi-experimental design, university students, Iran. 0 0 http://ijpb.ir/browse.php?a_code=A-10-389-2&slc_lang=en&sid=1 Reyhaneh Moradi Reyhaneh Moradi reihaneh.moradyy@gmail.com 10031947532846004709 10031947532846004709 No Department of Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran Department of Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran Farideh Hamidi Farideh Hamidi fhamidi@sru.ac.ir 10031947532846004710 10031947532846004710 Yes Department of Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran Department of Educational Psychology, Faculty of Humanities, Science and Research Branch,Islamic Azad University, Tehran, Iran Bahram Saleh Sedghpour Bahram Saleh Sedghpour sedghppour@sru.ac.ir 10031947532846004711 10031947532846004711 No Department of Educational Psychology, Educational Sciences Department, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran. Department of Educational Psychology, Educational Sciences Department, Humanities Faculty, Shahid Rajaee Teacher Training University, Tehran, Iran. Taher Tizdast Taher Tizdast tahertizdast@yahoo.com 10031947532846004712 10031947532846004712 No Department of Psychology, Tonekabon Branch, Islamic Azad University, Iran. Department of Psychology, Tonekabon Branch, Islamic Azad University, Iran.