Teacher Autonomy Support and Learning Engagement in Flipped Classroom Method: The Mediating Roles of Intrinsic Motivation and Self-Regulated Learning
DOI:
https://doi.org/10.58524/oler.v6i3.1248Keywords:
intrinsic motivation, Flipped Classroom Method , Learning Engagement, Self-Regulated Learning , Teacher Autonomy SupportAbstract
As the adoption of flipped classroom methods (FCM) continues to grow in higher education, understanding the factors that promote students' learning engagement is crucial. While teachers' autonomy support (TAS) is widely recognized to enhance it, the underlying mechanism remains largely unexplored within the context. Based on Self-Determination Theory (SDT) and Constructivist Learning Theory, the study examined the mediating effects of students' intrinsic motivation (IM) and self-regulated learning (SRL) between TAS and learning engagement in a cross-sectional research design. Data were collected from 360 university students across six Indian states, and mediation analysis was incorporated. The findings disclosed that TAS positively impacts the learning engagement of the students directly and indirectly by fostering IM and SRL. It supports the propositions of the two theories. It suggests that autonomy-supportive pedagogical practices fashion psychologically empowering learning environments that, in turn, encourage learners to actively participate, thus creating effective student-centered flipped classroom environments. Educators should bring about conducive environments for effective pedagogy employment by offering choices, explaining rationales behind given tasks, and acknowledging student perspectives to nurture their motivation and self-regulated learning.
References
Afzal, A., Rafaqat, I., & Sami, A. (2023). Teachers’ perception on integrating flipped classroom models in higher education courses. Journal of Asian Development Studies, 12(3), 239–255.
Ağırman, N., & Ercoşkun, M. H. (2022). History of the flipped classroom model and uses of the flipped classroom concept. International Journal of Curriculum and Instructional Studies, 12(1), 78–88. https://doi.org/10.31704/ijocis.2022.004
Agyeman, N. Y. B., & Aphane, V. (2024). Implementing flipped classroom to enhance student engagement: An action research. E-Journal of Humanities, Arts and Social Sciences, 5(11), 1860–1878. https://doi.org/10.38159/ehass.202451119
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
Alonso, R. K., Vélez, A., Martínez-Monteagudo, M. C., & Rico-González, M. (2023). Flipped learning in higher education for the development of intrinsic motivation: A systematic review. Education Sciences, 13(12), Article 1226. https://doi.org/10.3390/educsci13121226
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25(4), 297–308.
Ayçiçek, B., & Yelken, T. Y. (2018). The effect of flipped classroom model on students’ classroom engagement in teaching English. International Journal of Instruction, 11(2), 385–398. https://doi.org/10.12973/iji.2018.11226a
Azhar, A., & Ahmad Rashid, R.-A. (2025). Flipped learning approach in India: A systematic literature review. SSRN. https://doi.org/10.2139/ssrn.5658531
Bachisse, M., & Mouline, B. (2022). The effectiveness of flipped classroom learning in higher education: Findings and future research recommendations. International Journal of Economics and Management Research, 1(5), 63–72.
Bai, X., & Gu, X. (2022). Effect of teacher autonomy support on the online self-regulated learning of students during COVID-19 in China: The chain mediating effect of parental autonomy support and students’ self-efficacy. Journal of Computer Assisted Learning, 38(4), 1173–1184. https://doi.org/10.1111/jcal.12676
Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: A systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20, Article 61. https://doi.org/10.1186/s41239-023-00430-5
Baker, J. W. (2016). The origins of “the classroom flip.” In Proceedings of the 1st Annual Higher Education Flipped Learning Conference (pp. 21–25). University of Northern Colorado.
Basri, F. (2023). Factors influencing learner autonomy and autonomy support in a faculty of education. Teaching in Higher Education, 28(2), 270–285. https://doi.org/10.1080/13562517.2020.1798921
Belady, A. (2022). What motivates students?: An analysis of intrinsic and extrinsic motivation in online pedagogy [Capstone project, University of California, Riverside]. eScholarship.
Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition. American Society for Engineering Education. https://doi.org/10.18260/1-2--22585
Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46–72. https://doi.org/10.3102/00346543211042426
Butzler, K. B. (2014). The effects of motivation on achievement and satisfaction in a flipped classroom learning environment [Doctoral dissertation, Northcentral University].
Chakawodza, J. M., Nakedi, E. M., & Kizito, R. N. (2025). The effectiveness of flipped classroom pedagogy in promoting learning engagement in organic chemistry in Grade-12 students in the context of South Africa and COVID-19. International Journal of Science Education, 47(14), 1783–1809. https://doi.org/10.1080/09500693.2024.2342574
Chakraborty, R., Haqyar, M., & Chechi, V. K. (2021). Validation of motivated strategies for learning questionnaire among high school students in Afghanistan. Pakistan Journal of Psychological Research, 36(4), 615–629. https://doi.org/10.33824/PJPR.2021.36.4.34
Cheah, S.-M., & Sale, D. (2019). Enhancing student engagement in flipped classroom using autonomy-supportive teaching. In Proceedings of the 15th International CDIO Conference (pp. 1–13). Worldwide CDIO Initiative.
Chen, F.-Z., Chen, L.-A., Tseng, C.-C., Pai, C. H., Tsai, K.-E., Liang, E.-C., Chen, Y.-F., Chen, T.-L., Liu, S.-Y., Lee, P.-C., Lai, K.-C., Liu, B. R., Fouad, K. E., & Chen, C.-W. (2025). Enhancing student engagement and learning outcomes in life sciences: Implementing interactive learning environments and flipped classroom models. Discover Education, 4, Article 102. https://doi.org/10.1007/s44217-025-00501-x
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Dieu, N. B. (2024). Enhancing student engagement and autonomy in flipped classrooms: From a self-determination theory perspective. The University of Danang Journal of Science and Technology, 22(5B), 32–37.
Dixson, M. D. (2015). Measuring student engagement in the online course: The Online Student Engagement Scale (OSE). Online Learning, 19(4). https://doi.org/10.24059/olj.v19i4.561
Elmaadaway, M. A. N. (2018). The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course. British Journal of Educational Technology, 49(3), 479–491. https://doi.org/10.1111/bjet.12553
Galindo-Domínguez, H., & Bezanilla, M.-J. (2025). A critical systematic review of the impact of the flipped classroom methodology on university students’ autonomy. Trends in Higher Education, 4(2), Article 22. https://doi.org/10.3390/higheredu4020022
Garcia-Ponce, E. E., & Mora-Pablo, I. (2020). Challenges of using a blended learning approach: A flipped classroom in an English teacher education program in Mexico. Higher Learning Research Communications, 10(2), Article 6. https://doi.org/10.18870/hlrc.v10i2.1209
Germani, S., & Palombi, T. (2022). Relationship between autonomy support and students’ school well-being: The mediating role of need for competence. In Education and New Developments 2022 (Vol. 1, pp. 422–426). World Institute for Advanced Research and Science (WIARS). https://doi.org/10.36315/2022v1end096
Gopez, B., & Guintu, M. A. A. (2025). A review paper on teacher autonomy support, student engagement, and self-efficacy. International Journal of Education and Humanities, 20(3), 135–141. https://doi.org/10.54097/qkrxj681
Gürbüz, S. (2019). Sosyal bilimlerde aracı, düzenleyici ve durumsal etki analizleri. Seçkin Yayıncılık.
Haetami, A., Boateng, A., & Martinez, R. (2025). Flipped classroom models: Revolutionizing learning in higher education. International Journal of Educational Narratives, 3(1), 1–11. https://doi.org/10.70177/ijen.v3i1.1690
Hall, N., & Webb, D. (2014). Instructors’ support of student autonomy in an introductory physics course. Physical Review Special Topics—Physics Education Research, 10(2), Article 020116. https://doi.org/10.1103/PhysRevSTPER.10.020116
Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). The Guilford Press.
Heindl, M. (2020). An extended short scale for measuring intrinsic motivation when engaged in inquiry-based learning. Journal of Pedagogical Research, 4(1), 22–30. https://doi.org/10.33902/JPR.2020057989
Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students’ engagement? A multilevel analysis. Learning and Instruction, 41, 1–10. https://doi.org/10.1016/j.learninstruc.2015.09.001
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600. https://doi.org/10.1037/a0019682
Jang, H. Y., & Kim, H. J. (2020). A meta-analysis of the cognitive, affective, and interpersonal outcomes of flipped classrooms in higher education. Education Sciences, 10(4), Article 115. https://doi.org/10.3390/educsci10040115
Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548
Khadawardi, K., Mirdad, D., Nasief, H., Hassan, A., Waseem, H., Butt, A., Aldardeir, N. E., Salah, W., Zakariyah, A. F., & Alboog, A. (2025). Evaluating medical student engagement in flipped classrooms: Insights on motivation and peer learning. Journal of Medical Education and Curricular Development, 12, Article 23821205251320756. https://doi.org/10.1177/23821205251320756
Khosravani, M., Khoshsima, H., & Mohamadian, A. (2020). On the effect of flipped classroom on learners’ achievement, autonomy, motivation and WTC: Investigating learning and learner variables. Journal of English Language Teaching and Learning, 12(25), 175–189.
Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 2009(141), 5–20. https://doi.org/10.1002/ir.283
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759
Lee, J., & Choi, H. (2019). Rethinking the flipped learning pre-class: Its influence on the success of flipped learning and related factors. British Journal of Educational Technology, 50(2), 934–945. https://doi.org/10.1111/bjet.12618
Li, L., & Zeng, D. (2025). Effect of teacher autonomy support on student engagement in physical education classrooms in a blended learning environment: The mediating role of performance expectancy and academic self-efficacy. BMC Psychology, 13, Article 475. https://doi.org/10.1186/s40359-025-02685-1
Lo, C. K., & Hew, K. F. (2021). Student engagement in mathematics flipped classrooms: Implications of journal publications from 2011 to 2020. Frontiers in Psychology, 12, Article 672610. https://doi.org/10.3389/fpsyg.2021.672610
Ma, Q. (2021). The role of teacher autonomy support on students’ academic engagement and resilience. Frontiers in Psychology, 12, Article 778581. https://doi.org/10.3389/fpsyg.2021.778581
Miao, J., & Ma, L. (2022). Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning. Frontiers in Psychology, 13, Article 815220. https://doi.org/10.3389/fpsyg.2022.815220
Miao, J., & Ma, L. (2023). Teacher autonomy support influence on online learning engagement: The mediating roles of self-efficacy and self-regulated learning. SAGE Open, 13(4), Article 21582440231217737. https://doi.org/10.1177/21582440231217737
Nambiar, D., Alex, J., & Pothiyil, D. I. (2022). Development and validation of academic self-regulated learning questionnaire (ASLQ). International Journal of Behavioral Sciences, 16(2), 89–95.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
Núñez, J. L., & León, J. (2015). Autonomy support in the classroom: A review from self-determination theory. European Psychologist, 20(4), 275–283. https://doi.org/10.1027/1016-9040/a000234
Núñez, J. L., & León, J. (2016). The mediating effect of intrinsic motivation to learn on the relationship between student’s autonomy support and vitality and deep learning. The Spanish Journal of Psychology, 19, Article E42. https://doi.org/10.1017/sjp.2016.43
Okada, R. (2023). Effects of perceived autonomy support on academic achievement and motivation among higher education students: A meta-analysis. Japanese Psychological Research, 65(3), 230–242. https://doi.org/10.1111/jpr.12380
Paryani, S., & Ramadan-Jradi, R. (2019). The impact of flipped learning on student performance and engagement: A systematic literature review. International Journal of Learning and Teaching, 5(1), 30–37. https://doi.org/10.18178/ijlt.5.1.30-37
Pineda, D., Lozano-Jimenez, J. E., & Moreno-Murcia, J. A. (2025). Autonomy support in higher education: A key strategy for the well-being of university students. F1000Research, 13, Article 839. https://doi.org/10.12688/f1000research.144803.2
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi.org/10.1080/00461520.2020.1862657
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28(2), 147–169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6f
Romanyshyn, I., & Freiuk, I. (2024). Implementing learner autonomy in English as a foreign language classroom through a flipped classroom pedagogical approach. Journal of Vasyl Stefanyk Precarpathian National University, 11(3), 26–35. https://doi.org/10.15330/jpnu.11.3.26-35
Sandhu, S., Sankey, M., & Donald, P. (2019). Developing a flipped classroom framework to improve tertiary education students’ learning engagements in India. International Journal of Education and Development Using Information and Communication Technology, 15(2), 31–44. https://doi.org/10.4018/IJICTE.2019040103
Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 219–235). Springer. https://doi.org/10.1007/978-1-4614-2018-7_10
Silverajah, V. S. G., Wong, S. L., Govindaraj, A., Khambari, M. N. M., Rahmat, R. W. B. O. K., & Deni, A. R. M. (2022). A systematic review of self-regulated learning in flipped classrooms: Key findings, measurement methods, and potential directions. IEEE Access, 10, 20270–20294. https://doi.org/10.1109/ACCESS.2022.3143857
Torbergsen, H., Utvær, B. K., & Haugan, G. (2023). Nursing students’ perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes. Learning and Motivation, 81, Article 101856. https://doi.org/10.1016/j.lmot.2022.101856
Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431–439. https://doi.org/10.1016/j.learninstruc.2012.04.002
Vinson, D., Nixon, S., Walsh, B., Walker, C., Mitchell, E., & Zaitseva, E. (2010). Investigating the relationship between student engagement and transition. Active Learning in Higher Education, 11(2), 131–143. https://doi.org/10.1177/1469787410365658
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Xu, X., Shi, Z., Bos, N. A., & Wu, H. (2023). Student engagement and learning outcomes: An empirical study applying a four-dimensional framework. Medical Education Online, 28(1), Article 2268347. https://doi.org/10.1080/10872981.2023.2268347
Yang, D., Chen, P., Wang, H., Wang, K., & Huang, R. (2022). Teachers’ autonomy support and student engagement: A systematic literature review of longitudinal studies. Frontiers in Psychology, 13, Article 925955. https://doi.org/10.3389/fpsyg.2022.925955
Yılmaz, F. G. K., & Yılmaz, R. (2023). Exploring the role of sociability, sense of community and course satisfaction on students’ engagement in flipped classroom supported by Facebook groups. Journal of Computers in Education, 10(1), 135–162. https://doi.org/10.1007/s40692-022-00226-y
Yoon, S., Kim, S., & Kang, M. (2020). Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom. Active Learning in Higher Education, 21(3), 233–247. https://doi.org/10.1177/1469787418762463
Young, M. R. (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education, 27(1), 25–40. https://doi.org/10.1177/0273475304273346
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sourav Choudhury, Saradindu Das, Subhadeep Das, Sharad Sinha, Baby Nilam, Akankshya Pramanik, Jyoti Sankar Pradhan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Online Learning in Educational Research agree to the following terms:
Copyright Retention: Authors retain the copyright of their work without any restrictions.
Publishing Rights: Authors retain the right to publish and distribute their work without any restrictions.
License Agreement: By publishing with Online Learning in Educational Research, authors agree that their work will be licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA). This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.
