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- W4386071041 abstract "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 (X̄ = 3.91), openness to diversity and challenge (X̄ = 3.97), and creative self-efficacy (X̄ = 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." @default.
- W4386071041 created "2023-08-23" @default.
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- W4386071041 date "2023-12-01" @default.
- W4386071041 modified "2023-09-23" @default.
- W4386071041 title "Metacognitive Knowledge and Openness to Diversity and Challenge among Turkish Pre-service EFL Teachers: The Mediating Role of Creative Self-efficacy" @default.
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- W4386071041 doi "https://doi.org/10.1016/j.tsc.2023.101386" @default.
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