Empirical model of teachers' neuroplasticity knowledge, mindset, and epistemological belief system.

ABSTRACT: Educational research has shown that teachers' knowledge and beliefs are two important variables that significantly affect their pedagogical practice and decisions. Relying on the premise that knowledge is superior to beliefs in a pure epistemic dimension and rooted in the previous empirical studies, we examined the hypothesis that teachers' knowledge of neuroplasticity affects their epistemological belief system mediated by mindset. Using a survey consisting of established scales about these variables, we collected data from a sample of 345 teachers. Structural equation modeling was performed to test the hypothesis. Results showed that the path coefficients (direct effects) from teachers' knowledge of neuroplasticity to their mindset and epistemological belief system were statistically sig

SUBMITTER: Gholami K 

PROVIDER: S-EPMC9773884 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature