CORRELATION BETWEEN METACOGNITION AND EMOTION REGULATION AMONG PRE-SERVICE TEACHERS | Zendy

Yeoh Sun Wei | Zendy; Fonny Hutagalung | Zendy; Chew Fong Peng | Zendy

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CORRELATION BETWEEN METACOGNITION AND EMOTION REGULATION AMONG PRE-SERVICE TEACHERS

Author(s) -

Yeoh Sun Wei,

Fonny Hutagalung,

Chew Fong Peng

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.

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