Direct and Indirect Relationships between Academic Self-efficacy, Teaching Presence, Behavior Regulation, and Perceived Achievement in a University Flipped Learning Environment

Objectives This study verified direct and indirect relationships among academic self-efficacy, teaching presence, behavior regulation, and perceived achievement in a university flipped learning enviornment in order to find how to design and operate a flipped learning with success. It adopted perceived achievement as a flipped learning outcome, and selected academic self-efficacy, teaching presence, and behavior regulation as predictors affecting perceived acheivement. Methods 91 students participating in a flipped learning class at a university in Gyeonggi-do completed surveys, and regression analysis was used to analyze direct and indirect effects between the variables. Mediating effects of teaching presence and behavior regulation were analyzed on the basis of Judd & Kenny(1981)’s process analysis estimating mediation. Results The only direct relationship between teaching presence and perceived achievement was significant. The indirect relationship between academic self-efficacy, teaching presence, and perceived achievement was significant. The indirect relationship between academic self-efficacy, behavior regulation, and perceived achievement was not significant. Conclusions These findings imply that the instructor role to enhance learners’ a sense of duty, motivation, and learning engagement is very important in order to implement a effective flipped learning at a university.