A Conceptual Paper: Moderating Effects of Metacognition and Gender on the Association between Emotion Regulation and Self-Efficacy Among Pre-Service Teachers (original) (raw)
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International Journal of Education, Psychology and Counseling, 2022
This work is licensed under CC BY 4.0 Pre-service teachers are playing important role in educational transformation. As the front liner in education, self-efficacy to cope with stressful environment is crucial to provide high quality teaching. Metacognition enables pre-service teachers to evaluate own capability rationally. It is an important emotional regulation tool to engage pre-service teacher in cognitive re-appraisal process. This research aims to identify the effect of metacognition towards the relationship between emotion regulation and self-efficacy among pre-service teachers. 238 pre-service teachers from an Institute of Teacher Education responded to Metacognitive Awareness Inventory (MAI), Emotion Regulation Questionnaire (ERQ) and General Self-Efficacy (GSE). Based on the result, there is a significant mediating effect of metacognition towards the association between emotion regulation and self-efficacy. Development in metacognition will strengthen the relationship between emotion regulation and self-efficacy among pre-service teachers.
Correlation Between Metacognition and Emotion Regulation Among Pre-Service Teachers
International Journal of Education, Psychology and Counseling, 2022
This research aims to identify the correlation between metacognition and emotion regulation among pre-service teachers. 238 pre-service teachers from an Institute of Teacher Education responded to Metacognitive Awareness Inventory (MAI) and Emotion Regulation Questionnaire (ERQ). Based on the result, there is a significant correlation (r=0.328) between metacognition and emotion regulation among pre-service teachers. Teacher education should focus on pre-service teachers’ metacognitive development to improve emotion regulation.
2021
To expand the line of research investigating individual teacher-related variables, the present research sought to test a structural model of teacher reflection, self-efficacy, burnout, and emotion regulation among Iranian EFL instructors. Moreover, a mediation model was examined, hypothesizing that emotion regulation would mediate the influences of teacher reflection and teacher self-efficacy on teacher burnout. Collecting data from a sample of 238 Iranian EFL teachers, a structural equation modeling (SEM) was embarked on to test the hypothesized relationships. The data of the study were gathered through the participants’ responses to the four questionnaires related to the four variables under investigation (i.e., teacher self-efficacy, reflection, burnout, and emotion regulation variables). The outcomes of a confirmatory factor analysis (CFA) verified the fitness of the used questionnaires and the structural model. Considering the centrality of teachers’ affective status in how the...
This study aims to explore to what degree the in-service Iranian English teachers' sense of self-efficacy and metacognitive awareness predict their academic performance A total number of 107 Iranian EFL teacher trainees at Farhangian University were asked to complete Teachers' Sense of Self-Efficacy Scale (TSES) (Woolfolk & Hoy,1990) and Metacognitive Awareness Inventory for Teachers (MAIT) . Results of the Path Analysis indicated that both metacognition and selfefficacy affect the academic performance. However, metacognition had a stronger effect. Also, results of t-test showed that there is no difference between males and females self-efficacy and metacognition.
Cognitive Emotion Regulation of Teachers In Relation To Their Gender and Experience
Everybody deals with negative, unpleasant and stressful events from time to time in every field. And they respond to their own way .Especially teaching profession is multidimensional. In this perspective sometimes their emotions affect and intertwined with many of their cognitive process like thinking, decision making and problem solving abilities.
Emotional factors and self-efficacy in the psychological well-being of trainee teachers
Frontiers in Psychology, 2024
Introduction: The relationship among emotional intelligence, stress, and self-efficacy is a crucial factor in shaping psychological well-being. It has a significant impact on important areas such as health, academic and professional performance, and overall quality of life. Methods: Using a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor’s degree in education. We also examined gender differences among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree. Results: The results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples. Discussion: Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.
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This study analyzes self-efficacy perceptions of prospective teachers towards teaching profession and their metacognitive awareness related to selecting teaching as a career. It was conducted with 781 prospective teachers. Self-efficacy perceptions of the participants were detected via the long form of Teachers’ Sense of Efficacy Scale (TSES) and their metacognitive awareness was determined by employing the long form of Metacognitive Awareness Inventory (MAI). The motives accounting for their selection of teaching as a career was explored through open-ended questions. It was detected that prospective teachers are at a rather sufficient level with respect to their general self-efficacy perception and its sub-dimensions and their metacognitive awareness is at rather high levels. At the end of the research, in general self-efficacy averages of prospective teachers, amongst all prospective teachers who answered that the profession was selected due to SSE (Student Selection Examination) ...
Emotional Intelligence and Self-efficacy of Pre-service Teachers
Al-Kindi Centre for Research and Development, 2023
In an era of technological innovations which had ushered in a range of occupations and when the states are grappling with a shortage of quality teachers, is there something that motivates individuals to join the teaching profession? Limited career opportunities, high demands of teaching, and low pay deter new recruits from joining the teaching profession. The objective of the present study is to find the relationship between pre-service teachers' emotional intelligence and their perceptions of selfefficacy. The study randomly selected 103 student teachers who have enrolled in the two-year Bachelor of Education program. Data collected using questionnaires were analysed by employing Pearson product-moment correlation to examine the correlation between the variables. Results of the study revealed that there exists a statistically significant positive correlation between pre-service teachers' emotional intelligence and their perceptions of self-efficacy. The results of the study might help researchers, teacher educators, and curriculum designers of teacher education to focus on aspects that might enhance their emotional intelligence and self-efficacy, which will help young recruits in the teaching profession to excel in their profession as well as governments and institutions to retain the teachers in the profession.
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Because of the exacting nature of teaching, identifying factors affecting teachers’ mental health and psychological wellbeing are of paramount importance. Parallel with this line of inquiry, the goal of this project was to test a model of psychological wellbeing based on teacher self-efficacy and emotion regulation in an EFL context. To this end, 276 Iranian English teachers participated in this survey. First, the measurement models for the three latent constructs were verified through performing Confirmatory Factor Analysis (CFA). Then Structural Equation Modeling (SEM) was used to test the hypothesized model. SEM outcomes evince that both teacher self-efficacy and emotion regulation were the significant predictors of teachers’ psychological wellbeing, with teacher self-efficacy being a stronger correlate than emotion regulation. The findings offer significant implications for English as a Foreign Language (EFL) teachers.