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ABSTRACT

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