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Innovation in Language Learning and Teaching Volume 13, 2019 - Issue 4
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Articles

Individual, parental and teacher support factors of self-regulation in Japanese students

Kristopher McEownFaculty of Science and Engineering, Waseda University, Tokyo, JapanCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1369-3099View further author information
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Maya Sugita-McEownFaculty of Education and Integrated Arts and Sciences, Waseda University, Tokyo, JapanView further author information
Pages 389-401 | Received 27 Nov 2017, Accepted 19 Apr 2018, Published online: 29 Apr 2018

Citations (4)

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Read on this site (1)

S. Yahya Hejazi & Majid Sadoughi. (2023) How does teacher support contribute to learners’ grit? The role of learning enjoyment. Innovation in Language Learning and Teaching 17:3, pages 593-606.
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Articles from other publishers (3)

Zeltia Martínez-López, Sónia Nouws, Eva Villar, Mª Emma Mayo & Carolina Tinajero. (2023) Perceived social support and self-regulated learning: A systematic review and meta-analysis. International Journal of Educational Research Open 5, pages 100291.
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Shuang Zheng, Hongrui Liu & Meilin Yao. (2022) Social Support From Parents and Teachers and Adolescents’ Subjective Well‑Being: Mediating Effect of Cognitive Regulatory Learning and Academic Procrastination. Child Indicators Research 16:2, pages 485-508.
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Majid Sadoughi & S. Yahya Hejazi. (2022) The effect of teacher support on academic engagement: The serial mediation of learning experience and motivated learning behavior. Current Psychology.
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