The present study aimed to explain the effectiveness of the flipped learning approach in enhancing the components of academic well-being, academic motivation, and academic engagement among students. This study, in terms of its objective, falls under applied research, and in terms of methodology, it followed a quasi-experimental design with a pre-test-post-test approach along with a control group. The statistical population of this research consisted of fourth-year undergraduate students. The sample size was 30 individuals (17 in the experimental group and 13 in the control group), who were selected through convenience sampling and then randomly assigned to the mentioned groups. The “Research Methods” course was taught to the experimental group using the flipped learning model, while the control group received traditional instruction. To collect data, the validated instruments of the Vallerand Academic Motivation Scale (28 items), the Pinter Academic Well-being Questionnaire (11 items), and the Reeve Academic Engagement Questionnaire (17 items) were used. After the post-test administration, the collected data were analyzed using SPSS version 26 software, employing the Multivariate Analysis of Covariance (MANCOVA) statistical test. The findings indicated a significant effect of flipped learning on improving the indices of academic well-being, academic motivation, and academic engagement among students in the experimental group. Accordingly, it can be inferred that the flipped learning intervention demonstrates a prominent capability in advancing these fundamental dimensions in the higher education process.
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