This study investigated the relationships between self-regulated learning, academic self-efficacy, participation in flipped classroom activities, and student performance for 36 undergraduate marketing students. Self-efficacy, cognitive strategy use, and self-regulation were measured using items from the Motivated Strategies of Learning Questionnaire. Participation in flipped classroom activities was determined using metrics from the flipped classroom online platform, whereas student performance was derived from in-class activity scores and the students' overall course grades. Regression analysis and the Sobel Test for mediation revealed that participation in flipped classroom activities mediates the relationship between self-regulated learning and in-class performance, and that self-regulated learning plays the same role in the relationship between self-efficacy and participation. The relationships among the variables persisted as alternative measures for self-regulated learning, participation, and performance were used in the analysis.