Open AccessCORRELATION BETWEEN METACOGNITION AND EMOTION REGULATION AMONG PRE-SERVICE TEACHERS
Author(s) -
Sun Wei Yeoh,
Fonny Hutagalung,
Fong Peng Chew
Publication year - 2022
Publication title -
international journal of education, psychology and counseling
Language(s) - English
Resource type - Journals
ISSN - 0128-164X
DOI - 10.35631/ijepc.745027
Subject(s) - metacognition , psychology , correlation , positive correlation , service (business) , negative correlation , developmental psychology , cognition , medicine , mathematics , geometry , economy , economics , neuroscience
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.