A Conceptual Paper: Moderating Effects of Metacognition and Gender on the Association between Emotion Regulation and Self-Efficacy Among Pre-Service Teachers


 Pre-service teacher’s self-efficacy plays a vital role in Malaysia educational transformation. Emotion regulation influences one’s ability to cope with the stress and challenges. This research focuses on two variables which determine pre-service emotion regulation. Metacognition enables teachers rationally evaluate their own capability. It serves as an important tool emotional engage teacher cognitive re-appraisal process. Gender differences lead different thinking style strategies. Metacognitive Awareness Inventory (MAI), Regulation Questionnaire (ERQ) General Self-Efficacy (GSE) will serve instruments this study. 133 from Institute of Teacher Education Campus Bahasa Melayu be selected using clustered random sampling method. The findings can reference preparation process.
 Keywords: metacognition, regulation, self-efficacy, teacher, gender differences