An investigation of Iranian English teachers' epistemological beliefs, metacognitive awareness, critical thinking abilities and their professional development: A structural equation modeling approach
This study, using a structural equation modeling (SEM) approach, tests an integrated model in which epistemological beliefs and metacognitive awareness predict critical thinking, which in turn mediates their relationships with professional development. Data were collected from 150 Iranian EFL teachers using validated instruments, including the Metacognitive Awareness Questionnaire, the Epistemological Beliefs Questionnaire, the California Critical Thinking Skills Test, and the EFL Teachers’ Perceptions of Professional Development Scale. After assessing the measurement model, structural equation modeling was employed to test the direct and indirect pathways. The results supported the hypothesized model, revealing that critical thinking skills significantly mediated the relationship between epistemological beliefs and professional development. Furthermore, metacognitive awareness demonstrated both a direct effect on professional development and an indirect effect through critical thinking. This study contributes to the literature by elucidating the cognitive mechanisms underlying teacher development, offering practical implications for designing teacher education and professional development programs in Iran and similar contexts.
Moghadam,M. and Sanavi,T. (2026). An investigation of Iranian English teachers' epistemological beliefs, metacognitive awareness, critical thinking abilities and their professional development: A structural equation modeling approach. (e733504). Applications of Language Studies, (), e733504 doi: 10.22034/jals.2026.2067763.1097
MLA
Moghadam,M. , and Sanavi,T. . "An investigation of Iranian English teachers' epistemological beliefs, metacognitive awareness, critical thinking abilities and their professional development: A structural equation modeling approach" .e733504 , Applications of Language Studies, , , 2026, e733504. doi: 10.22034/jals.2026.2067763.1097
HARVARD
Moghadam M., Sanavi T. (2026). 'An investigation of Iranian English teachers' epistemological beliefs, metacognitive awareness, critical thinking abilities and their professional development: A structural equation modeling approach', Applications of Language Studies, (), e733504. doi: 10.22034/jals.2026.2067763.1097
CHICAGO
M. Moghadam and T. Sanavi, "An investigation of Iranian English teachers' epistemological beliefs, metacognitive awareness, critical thinking abilities and their professional development: A structural equation modeling approach," Applications of Language Studies, (2026): e733504, doi: 10.22034/jals.2026.2067763.1097
VANCOUVER
Moghadam M., Sanavi T. An investigation of Iranian English teachers' epistemological beliefs, metacognitive awareness, critical thinking abilities and their professional development: A structural equation modeling approach. ALS, 2026; (): e733504. doi: 10.22034/jals.2026.2067763.1097
