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1- Department of Educational Sciences, Payame Noor University, Tehran, Iran , mh_seyf@pnu.ac.ir
2- Department of Educational Sciences, Payame Noor University, Tehran, Iran
2- Department of Educational Sciences, Payame Noor University, Tehran, Iran
Abstract: (11 Views)
Background & Objective: Flipped in-service training has become an important learner-centered approach for supporting professional development in health-related organizations. However, its effectiveness depends not only on instructional design, but also on learners' motivational and self-regulatory characteristics. This study aimed to examine a cross-sectional path model of perceived learning in flipped in-service training among medical sciences staff in Shiraz.
Materials & Methods: This descriptive cross-sectional correlational study included all 140 eligible staff members in the accessible population of Shiraz University of Medical Sciences who had participated in flipped in-service training courses. The path equations were estimated from five observed composite scale scores. Coefficients of determination were calculated for every endogenous variable. Indirect associations were estimated as products of path coefficients and evaluated with 10,000 parametric bootstrap resamples and two-sided percentile 95% confidence intervals.
Results: Achievement motivation explained 3.6% of the variance in cognitive engagement (R² = 0.036), 11.3% in self-regulation (R² = 0.113), and 4.2% in goal orientation (R² = 0.042). The simultaneous perceived-learning equation, including achievement motivation, cognitive engagement, self-regulation, and goal orientation, explained 23.5% of the variance in perceived learning (R² = 0.235). In the adjusted perceived-learning equation, achievement motivation (β = 0.218, p = 0.008) and goal orientation (β = 0.315, p < 0.001) were independently associated with perceived learning, whereas cognitive engagement and self-regulation were not. Only the indirect association through goal orientation excluded zero (indirect association = 0.064, 95% CI [0.011, 0.131]).
Conclusion: Achievement motivation and goal orientation showed independent associations with perceived learning, and the only supported model-based indirect association was through goal orientation. These cross-sectional coefficients describe covariance and do not establish temporal order or causal effects.
Materials & Methods: This descriptive cross-sectional correlational study included all 140 eligible staff members in the accessible population of Shiraz University of Medical Sciences who had participated in flipped in-service training courses. The path equations were estimated from five observed composite scale scores. Coefficients of determination were calculated for every endogenous variable. Indirect associations were estimated as products of path coefficients and evaluated with 10,000 parametric bootstrap resamples and two-sided percentile 95% confidence intervals.
Results: Achievement motivation explained 3.6% of the variance in cognitive engagement (R² = 0.036), 11.3% in self-regulation (R² = 0.113), and 4.2% in goal orientation (R² = 0.042). The simultaneous perceived-learning equation, including achievement motivation, cognitive engagement, self-regulation, and goal orientation, explained 23.5% of the variance in perceived learning (R² = 0.235). In the adjusted perceived-learning equation, achievement motivation (β = 0.218, p = 0.008) and goal orientation (β = 0.315, p < 0.001) were independently associated with perceived learning, whereas cognitive engagement and self-regulation were not. Only the indirect association through goal orientation excluded zero (indirect association = 0.064, 95% CI [0.011, 0.131]).
Conclusion: Achievement motivation and goal orientation showed independent associations with perceived learning, and the only supported model-based indirect association was through goal orientation. These cross-sectional coefficients describe covariance and do not establish temporal order or causal effects.
Keywords: flipped classroom, perceived learning, achievement motivation, cognitive engagement, goal orientation, self-regulation
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2026/05/14 | Accepted: 2026/08/29
Received: 2026/05/14 | Accepted: 2026/08/29
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