Applying structural equation modeling to examine the role of teacher beliefs and practices in differentiated instruction in physical education: Multiple mediation analyses

Author:

Wen Qingyun12,Cai Juan3ORCID

Affiliation:

1. Department of School of Sports Science Guangzhou College of Applied Science and Technology Guangzhou China

2. Research Base of Guangdong Social Science Federation—Urban and Rural Cultural Development Research Center Guangdong China

3. Department of Educational Sciences, Faculty of Psychology and Educational Sciences Vrije Universiteit Brussel Brussels Belgium

Abstract

AbstractDifferentiated 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.

Publisher

Wiley

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