Family digital learning support and students' self-regulated learning in flipped classrooms: the roles of home-school...

As flipped-classroom teaching becomes increasingly common in university courses, more learning preparation now takes place outside the classroom in digital environments, where family resources may shape the conditions under which learning occurs. Using a sample of university students enrolled in flipped-classroom courses, this study examines how family digital learning support relates to self-regulated learning. The analytical framework considers the roles of family digital learning support, home-school learning responsibility reconfiguration, responsibility internalization, and digital learning self-efficacy in shaping students' learning management in digitally mediated contexts. The results show that family digital learning support is positively associated with self-regulated learning and remains significant after demographic variables are controlled (B = 0.504, p < 0.001). In the baseline model, family digital learning support (B = 0.248, p < 0.001), responsibility internalization (B = 0.353, p < 0.001), and home-school learning responsibility reconfiguration (B = 0.220, p < 0.001) are all positively associated with self-regulated learning. In the full model, family digital learning support (B = 0.277, p < 0.001), home-school learning responsibility reconfiguration (B = 0.186, p < 0.001), responsibility internalization (B = 0.347, p < 0.001), and digital learning self-efficacy (B = 0.155, p < 0.001) remain significant predictors. Bootstrap mediation analysis identified a small but statistically significant negative indirect effect through digital learning self-efficacy (indirect effect = -0.018, 95% CI [-0.038, -0.001]), which should be interpreted cautiously because of its small magnitude and theoretically unexpected direction. Moderation analysis showed no significant group-based interaction effects, suggesting that these relationships remain broadly stable across groups. Overall, the findings indicate that self-regulated learning in flipped-classroom contexts is closely associated with family digital learning conditions and responsibility-related learning processes, while the indirect role of digital learning self-efficacy appears limited.