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Journal of Vocational Education & Training Volume 74, 2022 - Issue 2
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Research Article

Student-perceived parental involvement as a predictor for academic motivation in vocational education and training (VET)

Lisa M. Boonka Research Centre for Learning, Teaching and Technology, Welten Institute, Open University of the Netherlands, The Netherlands;b Regional College for Vocational Education and Training, ROC Van Twente, The NetherlandsCorrespondence[email protected]
,
Hieronymus J. M. Gijselaersa Research Centre for Learning, Teaching and Technology, Welten Institute, Open University of the Netherlands, The Netherlands
,
Henk Ritzenb Regional College for Vocational Education and Training, ROC Van Twente, The Netherlands
&
Saskia Brand-Gruwela Research Centre for Learning, Teaching and Technology, Welten Institute, Open University of the Netherlands, The Netherlands
Pages 187-209 | Received 07 Feb 2019, Accepted 07 Mar 2020, Published online: 26 Mar 2020

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Nduduzo Phuthi & Tawanda Mazarire. (2022) Technical and vocational education provision in Zimbabwe: leveraging institutional support for learners with special educational needs. Journal of Vocational Education & Training 0:0, pages 1-20.
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Gaetana Affuso, Anna Zannone, Concetta Esposito, Maddalena Pannone, Maria Concetta Miranda, Grazia De Angelis, Serena Aquilar, Mirella Dragone & Dario Bacchini. (2022) The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. European Journal of Psychology of Education 38:1, pages 1-23.
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Muhammad Nasihul Waffak, Pamuji Sukoco, FX. Sugiyanto, Ervin Arifianti, Johan Setiawan & Rihab Wit Daryono. (2022) Developing a Basketball Learning Model Using the Teaching Game for Understanding (TGfU) Approach to Improve the Effectiveness of HOTS in Elementary Schools. Physical Education Theory and Methodology 22:3s, pages S21-S29.
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Κωνσταντίνα Φαλάγγα & Ελευθερία Ν. Γωνίδα. (2022) Γονεϊκή εμπλοκή στη σχολική εργασία των παιδιών στο σπίτι: μια βιβλιογραφική επισκόπηση. Psychology: the Journal of the Hellenic Psychological Society 27:2, pages 99-122.
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