Learning about Autonomous Self-Regulation from Global Professionals: A Mixed Methods Study

Autor/in	Masaki, Fumiko
Titel	Learning about Autonomous Self-Regulation from Global Professionals: A Mixed Methods Study
Quelle	In: International Education Studies, 15 (2022) 2, S.54-72 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Self Control; Personal Autonomy; Foreign Workers; Coping; Success; Cultural Influences; Socialization; Social Behavior; Change Strategies; Career Pathways; Career Choice; Educational Innovation; Traditionalism; Japan + Suchen Sie Ihr Suchwort? Ausland; Selbstbeherrschung; Individuelle Autonomie; Bewältigung; Erfolg; Cultural influence; Kultureinfluss; Socialisation; Sozialisation; Social behaviour; Soziales Verhalten; Lösungsstrategie; Instructional innovation; Bildungsinnovation; Traditionalismus
Abstract	Adapting to rapid globalization, Japan struggles to change its education from enforcing conformity to enhancing autonomy. To find solutions, the author interviewed Japanese global professionals (GPs) who daringly worked abroad and developed autonomous self-regulation when others still believed in naturally following the tradition of lifetime employment. According to previous research, coping is a form of self-regulation, and one's coping process strongly influences one's autonomy. Thus, using the Process Model of Coping by Skinner & Edge, this study examined GPs' coping processes by a qualitative method, Trajectory Equifinality Approach (TEA). In addition to the coping styles mentioned by Skinner & Edge, this study revealed qualities that contributed to GPs' coping processes, and the base of all of their adaptations was a growth mindset. The qualitative results led to develop a survey instrument to gather quantitative data. The mixed methods results suggest that GPs' autonomous self-regulation starts from a growth mindset that helps them take on challenges out of their comfort zones, or even countries of origin, and that multicultural environments with novel ideas and conflicts enhance the autonomous self-regulatory practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01