CORRELATION BETWEEN METACOGNITION AND EMOTION REGULATION AMONG PRE-SERVICE TEACHERS

Authors

  • Yeoh Sun Wei Department of Educational Psychology and Counselling, University of Malaya, Malaysia
  • Fonny Dameaty Hutagalung Department of Educational Psychology and Counselling, University of Malaya, Malaysia
  • Chew Fong Peng Department of Language & Literacy Education, University of Malaya, Malaysia

Abstract

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.

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Published

2024-09-24

How to Cite

Yeoh Sun Wei, Fonny Dameaty Hutagalung, & Chew Fong Peng. (2024). CORRELATION BETWEEN METACOGNITION AND EMOTION REGULATION AMONG PRE-SERVICE TEACHERS. INTERNATIONAL JOURNAL OF EDUCATION, PSYCHOLOGY AND COUNSELLING (IJEPC), 7(45). Retrieved from https://gaexcellence.com/ijepc/article/view/3410

Issue

Vol. 7 No. 45 (2022): Volume: 7 Issues: 45 [March, 2022]

Section

Articles