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September 5, 2026Asia Pacific Journal of Education

Exploring the association between the cognitive level of pre-class feedback questions, social participatory roles, and academic performance in flipped learning

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Authors

YCYubei ChangQLQingtang LiuXLXiaojuan Li

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Overview

Longitudinal study reveals cognitive level partially mediates social participatory roles and academic performance in undergraduates, highlighting the value of deep pre-class engagement.

Key Points

  • To investigate the relationships among the cognitive levels of pre-class feedback questions, social participatory roles, and academic performance in a flipped learning environment.
  • Conducted a one-semester longitudinal empirical study among 38 undergraduate students.
  • Utilized social network analysis and epistemic network analysis to trace participation patterns and cognitive questioning levels.
  • Performed mediation analysis to assess how cognitive level influences the connection between social participatory roles and academic outcomes.
  • Core participants consistently displayed higher-level cognitive questioning than peripheral participants, while peripheral learners showed a temporal progression from surface to deeper cognitive processing.
  • Peripheral participants who achieved high academic performance also demonstrated higher-level cognition.
  • Cognitive level in pre-class feedback questions partially mediated the positive association between social participatory roles and final academic performance.

Cite This Study

Chang et al. (2026) studied this question.

synapsesocial.com/papers/6a9bd4606b95aff0620ec00bhttps://doi.org/10.1080/02188791.2026.2726831
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