Social Support From Parents and Teachers and Adolescents’ Subjective Well‑Being: Mediating Effect of Cognitive Regulatory Learning and Academic Procrastination
Author:
Publisher
Springer Science and Business Media LLC
Subject
Sociology and Political Science,Social Psychology,Health (social science)
Link
https://link.springer.com/content/pdf/10.1007/s12187-022-10002-0.pdf
Reference108 articles.
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2. Asakawa, K. (2010). Flow experience, culture, and well-being: How do autotelic Japanese college students feel, behave, and think in their daily lives? Journal of Happiness Studies, 11(2), 205–223. https://doi.org/10.1007/s10902-008-9132-3
3. Bakker, A., Ljubin Golub, T., & Rijavec, M. (2017). Validation of the study-related flow inventory (WOLF-S). Croatian Journal of Education, 19(1), 147–173. https://doi.org/10.15516/cje.v19i1.2194
4. Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: Underregulation or misregulation form. European Journal of Psychology of Education, 31(3), 439–459. https://doi.org/10.1007/s10212-015-0266-5
5. Ben-Eliyahu, A. (2017). Individual differences and learning contexts: A self-regulated learning perspective. In T. Michalsky & C. Schechter (Eds.), Self-regulated learning: Conceptualization, contribution, and empirically based models for teaching and learning (Vol 119, pp. 1‒20). Columbia University Press.
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2. The relationship between teacher support and positive emotions in Chinese higher vocational students: multiple mediating effects of procrastination behavior and interpersonal assistance;Frontiers in Psychology;2023-06-27
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