ERIC Number: EJ1229849
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1750-1229
EISSN: N/A
Individual, Parental and Teacher Support Factors of Self-Regulation in Japanese Students
McEown, Kristopher; Sugita-McEown, Maya
Innovation in Language Learning and Teaching, v13 n4 p389-401 2019
Purpose: Factors of self-regulated learning processes, namely teacher autonomy support/parental autonomy support, and three types of individual goal-orientations (i.e. mastery goal, performance-approach goal, performance-avoidance goal) were examined. Methodology: A questionnaire was used to survey 212 Japanese undergraduate students who were enrolled in English language courses. Findings: Teacher and parental autonomy support were positive predictors of intrinsic value, which in turn positively predicted metacognitive and cognitive strategy use. Performance-avoidance goal disposition was a positive predictor of metacognitive strategy use; however, it was a negative predictor of cognitive strategy use. Mastery goal disposition was a positive predictor of intrinsic value, which in turn positively predicted meta-cognitive and cognitive strategy use. Individual factors (i.e. goal orientations) were predictors of self-regulated learning processes and support from parents and teachers were required to sustain these self-regulated processes. Value: Intrinsic value appears to be a key mediator in predicting meta-cognitive and cognitive strategy use for individual factors, parental autonomy support and teacher autonomy support factors. Findings from this research provide a better understanding of self-regulated learning processes in the Japanese language learning context.
Descriptors: Metacognition, Personal Autonomy, Learning Strategies, Learning Processes, Undergraduate Students, English (Second Language), Second Language Learning, Second Language Instruction, Student Attitudes, Predictor Variables, Teacher Student Relationship, Parent Child Relationship, Foreign Countries, Goal Orientation, Questionnaires, Correlation, Path Analysis, Individual Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan (Tokyo)
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A