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    Öğe
    Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy
    (Elsevier Ltd, 2023) Yüce, Erkan; Kruk, Mariusz; Derakhshan, Ali
    The psychology of second language (L2) teachers has captured a growing interest among educational researchers in the past decades. However, the interaction among teachers’ job-related metacognition, diversity acceptance, and self-efficacy beliefs has been left under-researched. To fill this lacuna, this study examined the levels of metacognitive knowledge, openness to diversity and challenge, and creative self-efficacy and their correlation using a survey with 606 pre-service EFL teachers in Turkey. It also set out to display if metacognitive knowledge is a significant predictor of openness to diversity and challenge when creative self-efficacy is a mediator of their relationship. The results indicated that the participants displayed moderate levels of metacognitive knowledge (X? = 3.91), openness to diversity and challenge (X? = 3.97), and creative self-efficacy (X? = 5.18). Moreover, the results of Pearson correlations indicated a positive moderate correlation among the constructs. Additionally, the results of path analysis regression indicated that metacognitive knowledge is a significant predictor of openness to diversity and challenge when creative self-efficacy mediated their relationship. The study concludes with some future research directions and implications for L2 education regarding the psychology of teaching and the promotion of diversity and creativity.
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    Öğe
    When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation models
    (Adam Mickiewicz University Press, 2023) Kruk, Mariusz; Pawlak, Miros?aw; Taherian, Tahereh; Yüce, Erkan; Elahi Shirvan, Majid; Barabadi, Elyas
    In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated sys-tem. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of short-term dynamics and long-term trajectories of foreign language enjoyment (FLE), foreign language boredom (FLB), and foreign language playfulness (FLP) in a sample of 636 learners of English as a foreign language (EFL) using univariant latent change score (LCS) models. Then, we explored the developmental processes involved in how changes in FLE and FLP were associated with changes in FLB. In partic-ular, we tested mediation models to see whether the growth of FLP acts as a mediator between FLE and FLB changes in a multivariant LCS mediation (LCSM) model. The findings showed that (a) in a multivariant LCS model, FLE and FLP increases independently predicted decreases in FLB over time and (b) the growth of FLP acted as a mediator between variation in FLE and FLB. Par-ticipants showed interindividual and intraindividual divergences in their L2 emotions, not just on the first time of measurement, but also in short-term dynamics and long-term trajectories. The findings facilitate understanding of the complicated mechanism of variation in L2 emotions, thus potentially con-tributing to enhancement of pedagogical practices and learning outcomes.