Applying structural equation modeling to examine the role of teacher beliefs and practices in differentiated instruction in physical education
Multiple mediation analyses
Bibliographic Data
| ID | 21376484 |
|---|---|
| Authors | Qingyun Wen (0009-0001-3932-5764, Department of School of Sports Science Guangzhou College of Applied Science and Technology Guangzhou China), Cai Juan (0000-0002-0009-1104, Department of Educational Sciences, Faculty of Psychology and Educational Sciences Vrije Universiteit Brussel Brussels Belgium, corresponding author) |
| Year | 2024 |
| Volume | 61 |
| Issue | 7 |
| Pages | 3045-3062 |
| Publication date | 2024-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23206 |
| OpenAlex | W4394874467 |
| Language | EN |
| Citations received | 4 |
| References cited | 50 |
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
Curriculum · Differentiated instruction · Mathematics education · Mediation · Mindset · Pedagogy · Physical education · Sample (material) · Social science · Sociology · Structural equation modeling · Teacher education · Chemistry · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Youth Development and Social Support
Differentiated instruction in Turkish classrooms
Practice-oriented learning and professional competence of future teachers
Creating adaptive learning pathways for inquiry-based learning in school science using generative AI large language models
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI)
Visible Learning for Teachers
Reporting practices in confirmatory factor analysis
Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms
Structural Equation Models with Unobservable Variables and Measurement Error
Cutoff criteria for fit indexes in covariance structure analysis
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
Implementing and Evaluating Growth Mindset Pedagogy – A Study of Finnish Elementary School Teachers
Aligning the principles of assessment for learning to learning in physical education
Physical activity during physical education in elementary school in China
Teachers’ perceptions and practices of differentiated instruction
Measuring teachers’ perceptions about differentiated instruction
Assessment mindset
Modeling Clustered Data with Very Few Clusters
Identifying core features and barriers in the actualization of growth mindset pedagogy in classrooms
Scientific production on inclusive education and physical education
Re-theorising inclusion and reframing inclusive practice in physical education
Exploring preservice teachers' attitudes towards inclusion
Connecting beliefs, noticing and differentiated teaching practices
Differentiated instruction
Mixed-ability grouping in physical education
Continuing professional development for experienced physical education teachers
Alternative democratic assessment in Pete
Challenging ableism and the ‘disability as problem’ discourse
Physical education and physically active lives
My mindset has completely shifted from asking what to asking why and how”
Making a Difference? Education and ëAbilityí in Physical Education
Higher education students with disabilities speaking out
Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks
Beyond Baron and Kenny
Praise for intelligence can undermine children's motivation and performance
Classroom interactions
Formative assessment and self-regulated learning
Back-Translation for Cross-Cultural Research
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |