December 2, 2025European Journal of Education

Metacognitive Knowledge, Personality and Openness to Diversity among EFL Teachers: The Mediating Role of Self‐Efficacy and Emotions

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Teachers with high self-efficacy experience positive emotions and greater metacognitive knowledge, enhancing critical reflection on teaching.
Positive emotional states enable teachers to adapt methods for diverse student needs, while negative emotions hinder effectiveness.
Correlation and regression analyses reveal significant links between personality traits and self-efficacy in EFL teachers.
Fostering metacognitive skills and emotional well-being in teacher training can improve student outcomes in diverse classrooms.

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Implication

Investigation shows self-efficacy and emotional well-being enhance metacognitive knowledge in EFL teachers, suggesting improved educational practices.

Cite This Study

Jie Guo (2025) studied this question.

synapsesocial.com/papers/692e3da16c9b3ab28c187bf8 https://doi.org/10.1111/ejed.70352

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Implication

Investigation shows self-efficacy and emotional well-being enhance metacognitive knowledge in EFL teachers, suggesting improved educational practices.

Metacognitive Knowledge, Personality and Openness to Diversity among EFL Teachers: The Mediating Role of Self‐Efficacy and Emotions

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Discussion

Implication

Cite This Study

Metacognitive Knowledge, Personality and Openness to Diversity among EFL Teachers: The Mediating Role of Self‐Efficacy and Emotions

Key Points

Discussion

Implication

Cite This Study

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