References
- Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60–80. https://doi.org/https://doi.org/10.5539/elt.v9n10p60
- Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9), 108–121. https://files.eric.ed.gov/fulltext/EJ1095734.pdf
- Anand, K., Nagle, Y., Misra, N., & Dangi, S. (2013). Influence of organizational role stress on perceived burnout among military aircrew. International Journal of Scientific and Research Publications, 3(2), 1–5. http://www.ijsrp.org/research-paper-0213/ijsrp-p14124.pdf
- Archambault, I., Janosz, M., Morizot, J., & Pagani, L. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of School Health, 79(9), 408–415. https://doi.org/https://doi.org/10.1111/j.1746-1561.2009.00428.x
- Arikan, A., Taşer, D., & Saraç-Süzer, H. S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Education and Science, 33(150), 1–4. http://files.eric.ed.gov/fulltext/ED506217.pdf
- Baumberger-Henry, M. (2005). Cooperative learning and case study: Does the combination improve students’ perception of problem-solving and decision-making skills? Nurse Education Today, 25(3), 238–246. https://doi.org/https://doi.org/10.1016/j.nedt.2005.01.010
- Bempechat, J., Li, J., & Ronfard, S. (2016). Relations among cultural learning beliefs, self-regulated learning, and academic achievement for low-income Chinese American adolescents. Child Development, 89(3), 851–861. https://doi.org/https://doi.org/10.1111/cdev.12702
- Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
- Boyd-Wilson, B. M., & Walkey, F. H. (2015). The enlightenment scale: A measure of being at peace and open-hearted. Pastoral Psychology, 64(3), 311–325. https://doi.org/https://doi.org/10.1007/s11089-013-0586-9
- Care, E., Kim, H., Anderson, K., & Gustafsson-Wright, E. (2017). Skills for a changing world: National perspectives and the global movement. Center for Universal Education at the Brookings Institution.
- China Ministry of Education. (CMOE). (2011). Mathematics curriculum standards: Grades 1 to 9. Beijing Normal University Press.
- Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer Science. https://doi.org/https://doi.org/10.1007/978-1-4614-2018-7
- Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Education Technology Research Development, 61(4), 563–580. https://doi.org/https://doi.org/10.1007/s11423-013-9305-6
- De Cremer, D., & Tyler, T. R. (2005). A matter of intragroup status: The importance of respect for the viability of groups. In B. Mannix, M. Neal, & M. Thoman-Hunt (Eds.), Research on managing groups and teams (Status and groups; No. 7) (pp. 1–21). Elsevier. https://doi.org/https://doi.org/10.1016/S1534-0856(05)07001-5
- Deng, L. (2017). Teaching for 21st century skills: Reflection on and implication of inquiry-based learning. Exploring Education Development, 37(8), 77–84. https://doi.org/https://doi.org/10.14121/j.cnki.1008-3855.2017.08.013
- Duru, E., Duru, S., & Balkis, M. (2014). Analysis of relationships among burnout, academic achievement, and self-regulation. Educational Sciences: Theory & Practice, 14(4), 12–22. https://doi.org/https://doi.org/10.12738/estp.2014.4.2050
- Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. https://doi.org/https://doi.org/10.1080/00461520.2011.538645
- European Parliament. (2007). Key competences for lifelong learning: A European reference framework. https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e9-9d01-01aa75ed71a1/language-en
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/https://doi.org/10.3102/00346543074001059
- Gestsdóttir, S., & Lerner, R. M. (2007). Intentional self-regulation and positive youth development in early adolescence: Findings from the 4-h study of positive youth development. Developmental Psychology, 43(2), 508–521. https://doi.org/https://doi.org/10.1037/0012-1649.43.2.508
- Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582. https://doi.org/https://doi.org/10.1037/0022-0663.76.4.569
- Greene, B. A., & Miller, R. B. (1996). Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21(2), 181–192. https://doi.org/https://doi.org/10.1006/ceps.1996.0015
- Hao, Y. (2016). Middle school students’ flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59(June), 295–303. https://doi.org/https://doi.org/10.1016/j.chb.2016.01.031
- Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549–571. https://doi.org/https://doi.org/10.3102/00346543060004549
- Hidi, S., & Baird, W. (1986). Interestingness—A neglected variable in discourse processing. Cognitive Science, 10(2), 179–194. https://doi.org/https://doi.org/10.1207/s15516709cog1002_3
- Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/https://doi.org/10.1207/s15326985ep4102_4
- Hong, J. C., Hwang, M. Y., Szeto, E., Tsai, C. R., Kuo, Y. C., & Hsu, W. Y. (2016). Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning. Computers in Human Behavior, 55(A), 214–222. https://doi.org/https://doi.org/10.1016/j.chb.2015.09.010
- Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/https://doi.org/10.1080/10705519909540118
- Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2), 175–193. https://doi.org/https://doi.org/10.1007/s11423-015-9412-7
- Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. https://doi.org/https://doi.org/10.1080/09588221.2014.967701
- Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/https://doi.org/10.1007/s40692-015-0043-0
- International Society for Technology in Education. (2007). The ISTE national education technology standards and performance indicators for students. International Society for Technology in Education publishing. https://www.pobschools.org/cms/lib/NY01001456/Centricity/Domain/45/Ed%20Tech%20Resources/ISTENETS.pdf
- Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124–131. https://www.iiste.org/Journals/index.php/JEP/article/download/10648/10875
- Jiang, W., Huang, Y., & Chen, G. (2012). How cooperativeness and competitiveness influence student burnout: The moderating effect of neuroticism. Social Behavior and Personality: An International Journal, 40(5), 805–814. https://doi.org/https://doi.org/10.2224/sbp.2012.40.5.805
- Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/https://doi.org/10.3102/0013189X09339057
- Joo, Y.-J., Bong, M., & Choi, H.-J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5–17. https://doi.org/https://doi.org/10.1007/BF02313398
- Kattou, M., Kontoyianni, K., Pitta-Pantazi, D., & Christou, C. (2013). Connecting mathematical creativity to mathematical ability. ZDM, 45(2), 167–181. https://doi.org/https://doi.org/10.1007/s11858-012-0467-1
- Kaufman, J. C. (2012). Counting the Muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics Creativity and the Arts, 6(4), 298–308. https://doi.org/https://doi.org/10.1037/a0029751
- Kim, J., Park, H., Jang, M., & Nam, H. (2017). Exploring flipped classroom effects on second language learners’ cognitive processing. Foreign Language Annals, 50(2), 260–284. https://doi.org/https://doi.org/10.1111/flan.12260
- Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22(4), 37–50. https://doi.org/https://doi.org/10.1016/j.iheduc.2014.04.003
- Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50. https://doi.org/https://doi.org/10.1080/09500693.2010.518645
- 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/https://doi.org/10.1080/00220480009596759
- Lee, M. (2018). Flipped classroom as an alternative future class model? Implications of South Korea’s social experiment. Educational Technology Research and Development, 66(3), 837–857. https://doi.org/https://doi.org/10.1007/s11423-018-9587-9
- Li, C., & Shi, K. (2005). The structure and measurement of transformational leadership in China. Acta Psychologica Sinica, 37(6), 803–811.
- Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1–22. https://doi.org/https://doi.org/10.1186/s41039-016-0044-2
- Moradi, K., & Sabeti, G. (2014). A comparison of EFL teachers and EFL students’ understandings of “highly effective teaching”. Procedia - Social and Behavioral Sciences, 98(6), 1204–1213. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.03.535
- National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. The National Council of Teachers of Mathematics, Inc. https://www.itws.org/NCTM-PSSM-FocalPoints-CommonCoreStandards.pdf
- NCREL and Metiri Group. (2003). EnGauge 21st century skills for 21st century learners. North Central Regional Educational Laboratory publishing. http://www.cwasd.k12.wi.us/highschl/newsfile1062_1.pdf
- Niaz, M., Núñez, G. S., & Pineda, I. R. (2000). Academic performance of high school students as a function of mental capacity, cognitive style, mobility-fixity dimension, and creativity. The Journal of Creative Behavior, 34(1), 18–29. https://doi.org/https://doi.org/10.1002/j.2162-6057.2000.tb01200.x
- Olakanmi, E. E. (2016). The effects of a flipped classroom model of instruction on students’ performance and attitudes towards chemistry. Journal of Science Education and Technology, 26(1), 127–137. https://doi.org/https://doi.org/10.1007/s10956-016-9657-x
- Organisation for Economic Co-Operation and Development. (2016). Preliminary reflections and research on knowledge, skills, attitudes and values necessary for 2030. OECD Publishing. https://www.oecd.org/education/2030-project/about/documents/PRELIMINARY-REFLECTIONS-AND-RESEARCH-ON-KNOWLEDGE-SKILLS-ATTITUDES-AND-VALUES-NECESSARY-FOR-2030.pdf
- Organisation for Economic Co-Operation and Development. (2019). OECD future of education and skills 2030. OECD Publishing. http://www.oecd.org/education/2030/
- Organisation for Economic Co-Operation and Development. (n.d.). Social and emotional skills: Well-being connectedness and success. OECD Publishing. https://www.oecd.org/education/school/UPDATED%20Social%20and%20Emotional%20Skills%20-%20Well-being,%20connectedness%20and%20success.pdf%20(website).pdf
- Partnership for 21st Century Skills. (2019). Framework for 21st century learning definitions. Battelle for Kids publishing. http://www.battelleforkids.org/networks/p21/frameworks-resources
- Peng, Z., Wu, S., Fu, X., & Deng, L. (2020). How to improve the quality of thinking in the classroom: Towards argumentation-based teaching. Open Education Research, 26(4), 45–58.
- Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40–51. https://doi.org/https://doi.org/10.1016/j.ijer.2014.05.001
- Qu, X., & Miao, R. (2016). Research on learning strategies in the flipped classroom teaching model: A case of extra-curricular English study. China Educational Technology, 350(3), 114–119+130. [In Chinese].
- Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/https://doi.org/10.1016/j.cedpsych.2011.05.002
- Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 375–407). Academic Press. https://doi.org/https://doi.org/10.1016/B978-012619070-0/50035-0
- Ruan, X. (2019). Research practice of physics classroom observation in middle school--based on key competences. Physics Teaching, 41(3), 42–46.
- Salahshour, N., & Hajizadeh, N. (2013). Characteristics of effective EFL instructors. Procedia - Social and Behavioral Sciences, 70, 163–173. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.01.052
- Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi.org/https://doi.org/10.1177/0022022102033005003
- Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13(1), 23–52. https://doi.org/https://doi.org/10.1023/A:1009004801455
- Simon, B., & Stürmer, S. (2003). Respect for group members: Intragroup determinants of collective identification and group-serving behavior. Personality & Social Psychology Bulletin, 29(2), 183–193. https://doi.org/https://doi.org/10.1177/0146167202239043
- Slavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50(2), 315–342. https://doi.org/https://doi.org/10.3102/00346543050002315
- Stevens, J. P. (2001). Applied multivariate statistics for the social sciences (4th ed.). Lawrence Erlbaum. https://doi.org/https://doi.org/10.4324/9781410604491
- Stump, G. S., Hilpert, J. C., Husman, J., Chung, W.-T., & Kim, W. (2011). Collaborative learning in engineering students: Gender and achievement. Journal of Engineering Education, 100(3), 475–497. https://doi.org/https://doi.org/10.1002/j.2168-9830.2011.tb00023.x
- Turan, Z., & Akdag-Cimen, B. (2019). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/https://doi.org/10.1080/09588221.2019.1584117
- Velayutham, S., Aldridge, J., & Fraser, B. (2011). Development and validation of an instrument to measure students’ motivation and self-regulation in science learning. International Journal of Science Education, 33(15), 2159–2179. https://doi.org/https://doi.org/10.1080/09500693.2010.541529
- Wang, K., Xin, T., & Li, Q. (1999). Investigating the relationship between self-efficacy, attribution and academic achievement of middle school students. Psychological Development and Education, 4(5), 23–26. [In Chinese]. https://doi.org/https://doi.org/10.16187/j.cnki
- Winne, P. H. (2004). Students’ calibration of knowledge and learning processes: Implications for designing powerful software learning environments. Educational Research, 41(6), 466–488. https://doi.org/https://doi.org/10.1016/j.ijer.2005.08.012
- Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293–311. https://doi.org/https://doi.org/10.1007/s11409-014-9128-9
- Woods‐Groves, S., Choi, T., Bruhn, A. L., & Fernando, J. (2019). Examining teachers’ perceptions of K‐11 students’ 21st century skills and student performance. Psychology in the Schools, 56(9), 1434–1454. https://doi.org/https://doi.org/10.1002/pits.22291
- Wu, Y., Dai, X., Wen, Z., & Cui, H. (2010). The development of the adolescent student burnout inventory. Chinese Journal of Clinical Psychology, 18(2), 152–154. [In Chinese]. https://doi.org/https://doi.org/10.16128/j.cnki.1005-3611.2010.02.018
- Xu, M., & Wu, H. (2019). The implementation of flipped classroom in senior English classes in the context of new curriculum reform. Overseas English, 24, 211–212+214. [In Chinese].
- Yang, C. C. R. (2017). An investigation of the use of the “flipped classroom” pedagogy in secondary English language classrooms. Journal of Information Technology Education: Innovations in Practice, 16(1), 1–20. https://doi.org/https://doi.org/10.28945/3635
- Yang, Y., & Montgomery, D. (2011). Exploratory and confirmatory factor analyses of the multicultural teaching scale. Journal of Psychoeducational Assessment, 29(3), 261–272. https://doi.org/https://doi.org/10.1177/0734282910378983
- Zampetakis, L. A., Bouranta, N., & Moustakis, V. S. (2010). On the relationship between individual creativity and time management. Thinking Skills and Creativity, 5(1), 23–32. https://doi.org/https://doi.org/10.1016/j.tsc.2009.12.001
- Zhao, H., Chen, L., & Panda, S. (2014). Self-regulated learning ability of Chinese distance learners. British Journal of Educational Technology, 45(5), 941–958. https://doi.org/https://doi.org/10.1111/bjet.12118
- Zhou, Y., Sang, Q., & Ge, M. (2010). A study on the relations of college students’ self-regulated learning and achievement goal orientation with academic achievement. Psychological Science, 33(1), 194–197. [In Chinese]. https://doi.org/https://doi.org/10.16719/j.cnki.1671-6981.2010.01.066
- Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1–19). Guilford.