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

ABSTRACT

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.

KEYWORDS:

• Autonomy support
• goal-orientations
• self-regulated learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributor

Maya Sugita-McEown is an Assistant Professor in the Faculty of Education and Integrated Arts and Science at Waseda University in Japan. Her research examines motivation and other psychological factors of language learning.Kristopher McEown is an Associate Professor in the Faculty of Science and Engineering at Waseda University in Japan. His research examines cognitive and brain mechanisms of language processing and psychological factors of language learning.

ORCID

Kristopher McEown http://orcid.org/0000-0003-1369-3099

Additional information

Funding

This work was supported by Japan Society for the Promotion of Science [grant number 16K21430].