Secondary students’ online self-regulated learning during flipped learning: A latent profile analysis

Flipped learning (FL) makes greater use of students' self-regulated (SRL) skills when they regulate their online behavior. Previous research has shown the value SRL support during FL to enhance and outcomes. However, as previous studies have indicated that behavior varies, should be tailored these differences in SRL? We applied latent profile analysis identify subgroups 150 eighth-graders FL. used practically relevant behavioral data represent students’ activities, which we gathered unobtrusively an ecologically valid secondary educational classroom setting. found five distinct profiles from low completion no activity full very high activity. In addition, students who showed achieved significantly worse outcomes than three with higher Finally, explored whether membership can explained by student characteristics (i.e., self-reported SRL, motivation, prior knowledge). None student-level variables predicted membership, but our approach offers leads for future further investigate potential support.