Integrating Self-Regulated Cognitive Strategies in Preclass Learning of Mathematics Flipped Classroom: Effects on Students’ Self-Efficacy and Anxiety

The flipped classroom model has gained traction in educational settings, but challenges remain in ensuring students' self-regulation during preclass learning sessions. This article delves into the integration of self-regulated cognitive strategies (SRCSs) in the preclass phase of a flipped classroom, particularly in the context of mathematics education. The study highlights the importance of SRCSs in enhancing students' cognitive regulation and self-efficacy, which are crucial for academic success. It also explores the impact of these strategies on reducing math anxiety, a prevalent issue among students. The research introduces a three-stage metacognitive model designed to improve students' awareness and application of SRCSs, providing a structured approach to preclass learning. The findings reveal significant improvements in SRCSs and self-efficacy among students who participated in the experimental group, compared to those in the control group. However, the study also notes the complexity of reducing math anxiety, suggesting the need for a more holistic approach that includes emotional and behavioral strategies. The article concludes by emphasizing the importance of incorporating SRCSs into the preclass phase of a flipped classroom model and calls for further research to develop comprehensive interventions that address both cognitive and emotional aspects of learning.