Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Elsevier Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
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.
Açıklama
Anahtar Kelimeler
Creative Self-efficacy, L2 Teachers, Metacognitive Knowledge, Openness to Diversity and Challenge, Pre-service Teacher
Kaynak
Thinking Skills and Creativity
WoS Q Değeri
Q1
Scopus Q Değeri
Q1
Cilt
50
