Metacognitive Skills and Self-Regulated Learning and Teaching among Primary School Teachers: The Mediating Effect of Enthusiasm

Autor/inn/en	Huang, Xianhan; Lin, Chin-Hsi; Sun, Mingyao; Xu, Peng
Titel	Metacognitive Skills and Self-Regulated Learning and Teaching among Primary School Teachers: The Mediating Effect of Enthusiasm
Quelle	In: Metacognition and Learning, 17 (2022) 3, S.897-919 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Xianhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-022-09297-9
Schlagwörter	Metacognition; Foreign Countries; Self Management; Teacher Attitudes; Teacher Behavior; Elementary School Teachers; Teaching Methods; Correlation; Informal Education; Beginning Teachers; Experienced Teachers; Teacher Student Relationship; Interaction; Reflection; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Selbstmanagement; Lehrerverhalten; Teacher behaviour; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Informelle Bildung; Nichtformale Bildung; Junior teacher; Junglehrer; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion
Abstract	This study investigated the important roles of metacognitive skills and enthusiasm (both teaching and subject enthusiasm) in teachers' self-regulation in learning (informal teacher learning) and teaching (adaptive instruction) throughout their teaching careers. Using multi-group structural equation modelling and a mediation analysis of a sample of 5,056 primary teachers in China, this study found that metacognitive skills had significant effects on informal teacher learning and adaptive instruction. In addition, teaching enthusiasm had a stronger mediating effect than subject enthusiasm on the relationship between teachers' metacognitive skills and their self-regulated behaviour. Among the five informal teacher learning activities considered, learning through student interaction had the strongest influence on novice teachers' adaptive instruction, and learning through reflection was the most important for mid- and late-career teachers. The practical implications of the findings for improving teachers' self-regulation in learning and teaching at different stages of their careers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01