ArticleBMC psychology2026
College English teachers' metacognitive awareness and creative teaching: mediation by teaching reflection and moderation by creative thinking.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
With the acceleration of globalization and the ongoing reform of education, creative teaching has gained increasing prominence in higher education. In response to the growing demand for cultivating innovation in college English instruction, this study explores the mechanism through which teachers’ metacognitive awareness influences their creative teaching. Specifically, it examines the mediating role of teaching reflection and the moderating effect of creative thinking. This study conducted a one-and-a-half-year, three-wave longitudinal survey of 403 college English teachers at Chinese universities. The results indicate that teachers’ metacognitive awareness significantly and positively predicts their level of creative teaching, and teaching reflection partially mediates this relationship. Moreover, creative thinking plays a positive moderating role in the effects of metacognitive awareness on teaching reflection, metacognitive awareness on creative teaching, and teaching reflection on creative teaching. These findings deepen the understanding of how creative teaching develops among teachers and offer practical implications for promoting professional development and innovation capacity among college English teachers.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.