Redefining learning strategies in SRL for student’s achievements in flipped classrooms
M. Priyaadharshini
Flipped classrooms require learners to actively regulate their learning processes, yet the relationships among self-regulated learning (SRL), engagement, social–emotional intelligence (SEI), and academic performance remain insufficiently integrated within learning analytics research. This study examined 96 third-year Computer Science and Engineering students enrolled in a semester-long Database Management Systems course implementing a flipped SRL framework. A mixed-methods approach was used to a