Seggie, Fatma NevraKiziltepe, ZeynepBirgili, Bengi2019-06-272019-06-282019-06-282019-06-282019Birgili, B., Seggie, FN., & Kiziltepe, Z. (2018). Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment. Croatian Journal Of Education-Hrvatski Casopis Za Odgoj I Obrazovanje. 21(1), 345-375.1848-51971848-5189http://dx.doi.org/10.15516/cje.v21i1.3006https://hdl.handle.net/20.500.11779/1094Bengi Birgili (MEF Author)This study was conducted to determine whether there is a relationship between academic volitional strategies and academic achievement in a flipped learning environment. Academic achievement entails an environment where students exert self-discipline on classroom tasks. By using volitional strategies, learners can enhance engagement on academic tasks and complete assignments more efficiently. Undergraduate students enrolled in a teacher education programme at a higher education institution in Turkey participated in the research. Academic Volitional Strategies Inventory (AVSI), with alpha = .87 internal consistency, was applied to a group of students. The obtained data were explored through Pearson correlation. The results showed a statistically significant positive relationship between AVSI scores and academic achievements (r =.39, p=<.05). Hence, volitional skills and academic achievements act in concert in a teacher education programme.eninfo:eu-repo/semantics/closedAccessTeacher educationHigher educationSelf-regulated learningCorrelational studyFlipped learningArticle10.15516/cje.v21i1.30062-s2.0-85070973112