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

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1 Citation (Scopus)


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.

Original languageEnglish
Pages (from-to)1-13
Number of pages13
JournalInnovation in Language Learning and Teaching
Publication statusAccepted/In press - 2018 Apr 28



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

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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