Investigating the relationship between volitional strategies and academic achievement in a flipped learning environment
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CitationBirgili, B., Seggie, FN., & Kiziltepe, Z. (2019). Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment. Croatian Journal Of Education-Hrvatski Casopis Za Odgoj I Obrazovanje. 21(1), 345-375.
This study was conducted to determine whether there is a relationship between academic volitional strategies and academic achievement in a flipped learning environment. Academic achievement entails an environment where students exert self-discipline on classroom tasks. By using volitional strategies, learners can enhance engagement on academic tasks and complete assignments more efficiently. Undergraduate students enrolled in a teacher education programme at a higher education institution in Turkey participated in the research. Academic Volitional Strategies Inventory (AVSI), with alpha = .87 internal consistency, was applied to a group of students. The obtained data were explored through Pearson correlation. The results showed a statistically significant positive relationship between AVSI scores and academic achievements (r =.39, p=<.05). Hence, volitional skills and academic achievements act in concert in a teacher education programme.