Teachers' Cognitive Resources and Professional Preparation for Differentiated Instruction: The Roles of Mentalization, Epistemic Curiosity, and Flexible Grouping

This cross-sectional correlational study examined associations between mindset, perceived certainty about others' mental states, epistemic curiosity, flexible grouping, and differentiated instruction among 166 teachers working in Romania and Hungary. Participants completed the DI-Quest, the Certainty About Mental States Questionnaire, and the I/D-Type Epistemic Curiosity Scale.

Hierarchical regression indicated that interest-type epistemic curiosity and mentalization-related other-certainty were significantly associated with differentiated instruction beyond demographic controls, while special education qualification remained a significant predictor. Flexible grouping partially mediated the association between mentalization and differentiated instruction. The hypothesized moderated mediation by special education qualification was not supported; however, exploratory analyses indicated moderation of the direct association.