ERIC Number: EJ1426821
Record Type: Journal
Publication Date: 2024-Jul
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
Applying Structural Equation Modeling to Examine the Role of Teacher Beliefs and Practices in Differentiated Instruction in Physical Education: Multiple Mediation Analyses
Qingyun Wen; Juan Cai
Psychology in the Schools, v61 n7 p3045-3062 2024
Differentiated instruction remains one of the most important frameworks for the global education community to achieve sustainable educational development goals and inclusive education. It is also one of the most critical challenges for teachers in different subjects. This study used structural equation modeling to examine the role of teachers' practices and beliefs in implementing differentiated instruction in physical education. Using a sample of 527 preservice teachers, we found that a growth mindset was the strongest predictor of differentiated instruction, followed by flexible grouping and differentiating the curriculum. In addition, multiple mediation analyses revealed that differentiating the curriculum and flexible grouping mediated the relationship between a growth mindset and differentiated instruction. We also guide teacher educators to develop teachers' growth mindsets and help teachers better understand differentiated instruction in physical education.
Descriptors: Structural Equation Models, Teacher Attitudes, Beliefs, Educational Practices, Individualized Instruction, Physical Education, Physical Education Teachers, Mediation Theory, Preservice Teachers, Predictor Variables, Self Efficacy, Grouping (Instructional Purposes)
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A