MEDIATING EFFECT OF METACOGNITION TOWARDS THE RELATIONSHIP BETWEEN EMOTION REGULATION AND SELF-EFFICACY AMONG PRE-SERVICE TEACHERS

Abstract

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.