ArticleBMC psychology2025
The interplay of self-efficacy, grit, and metacognition in shaping work engagement among EFL teachers: a comparative study of Mainland China and Hong Kong.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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Who cites it
5 citing papers in PubMed.
- Relationship between teaching-research officers' self-efficacy and occupational well-being: the mediating role of work engagement and the moderating role of organizational climate.Frontiers in psychology · 2026Article
- How creative self-efficacy influences problem-solving skills in engineering education: the dual mediating role of critical thinking and metacognition.BMC psychology · 2025Article
- Research into the interplay between EFL teachers' professional identity and EFL students' grit in Libya.Frontiers in psychology · 2025Article
- Emotional intelligence and holistic student development: an assessment of psychological and social efficacy in vocational university English education.Frontiers in psychology · 2025Article
- An investigation of the relationship between grit, physical activity, and self-efficacy: a variable-centered and person-centered approach.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
This study investigates the relationships among teacher self-efficacy, grit, metacognition, and work engagement among secondary school English as a Foreign Language (EFL) teachers in mainland China and Hong Kong. Utilizing a purposive sampling method, 592 teachers from diverse educational settings participated in the study. Structural Equation Modeling (SEM) was employed to analyze the data, revealing that both self-efficacy and grit significantly predict work engagement, with teaching metacognition serving as a mediator in these relationships. Notably, the impact of self-efficacy on work engagement was stronger in Hong Kong, while grit exhibited a more pronounced indirect effect through metacognition in the same region. These findings underscore the importance of fostering self-efficacy and grit, alongside enhancing metacognitive practices, to bolster teacher engagement. The study highlights cultural and systemic factors that influence these dynamics, providing insights for developing targeted professional development programs and supportive educational policies tailored to different cultural contexts.
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Registered trials
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