Our research provides a comprehensive model using self-determination theory (SDT) and cognitive load theory (CLT) to study the antecedents of academic performance in the context of flipped learning (FL). Using partial least squares (PLSs), we analyze the impact of intrinsic motivation, extrinsic motivation, self-pacing, and cognitive load on students' academic performance in management studies. Our results show that solely underlying some factors of SDT--the sense of competence, relatedness, and extrinsic motivation--improve the performance of tertiary students in the context of FL. Our findings point to the need to support initiatives aimed at the application of FL in management studies.