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Self-Regulated Learning in School Transition and as a Creative Process

  • Mayumi OieEmail author
  • Yasuhiko Fujie
  • Yu Okugawa
  • Shinichiro Kakihana
  • Shoko Itaka
  • Hisashi Uebuchi
Chapter

Abstract

The authors studied self-regulated learning and creativity related to age and gender in the transition from elementary to junior high schools. They explored the possible links between learning and creativity, as well as between self-regulation and creativity.

Notes

Acknowledgment

Preparation of this chapter was supported in part by a research grant from the Grants-in-Aid for Social Scientific Research (research project number 17011021) by Japanese Ministry of Education, Culture, Sports, Science and Technology.

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Copyright information

© Springer Science+Business Media Singapore 2013

Authors and Affiliations

  • Mayumi Oie
    • 1
    Email author
  • Yasuhiko Fujie
    • 2
  • Yu Okugawa
    • 3
  • Shinichiro Kakihana
    • 4
  • Shoko Itaka
    • 1
  • Hisashi Uebuchi
    • 5
  1. 1.Teacher-Training ProgramTokyo Woman’s Christian UniversitySuginami-kuJapan
  2. 2.Graduate School of Education and Department of Excellence of School EducationUniversity of TokyoBunkyoJapan
  3. 3.Graduate School of Humanities, Division of PsychologyTokyo Woman’s Christian UniversitySuginami-kuJapan
  4. 4.Department of Human Life StudiesKoriyama Women’s UniversityKoriyamaJapan
  5. 5.Graduate School of School EducationTokyo Gakugei UniversityKoganeiJapan

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