A Conceptual Paper: Moderating Effects of Metacognition and Gender on the Association between Emotion Regulation and Self-Efficacy Among Pre-Service Teachers
DOI:
https://doi.org/10.18502/kss.v4i15.8218Abstract
Pre-service teacher’s self-efficacy plays a vital role in Malaysia educational transformation. Emotion regulation influences one’s ability to cope with the stress and challenges. This research focuses on the two variables which determine pre-service teacher’s self-efficacy and emotion regulation. Metacognition enables pre-service teachers to rationally evaluate their own capability. It serves as an important tool in emotional regulation to engage pre-service teacher in cognitive re-appraisal process. Gender differences lead to different thinking style and emotion regulation strategies. Metacognitive Awareness Inventory (MAI), Emotion Regulation Questionnaire (ERQ) and General Self-Efficacy (GSE) will serve as the instruments in this study. 133 pre-service teachers from Institute of Teacher Education Campus Bahasa Melayu will be selected using clustered random sampling method. The findings of this research can serve as a reference in teacher preparation process.
Keywords: metacognition, emotion regulation, self-efficacy, pre-service teacher, gender differences
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