ArticlePloS one2026
Enacting the curriculum: The interplay of pedagogical beliefs, motivation, and fidelity.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundCurriculum fidelity - the balance between strict adherence to prescribed curricula and context-responsive adaptation - represents a critical challenge in educational implementation, particularly within centralized systems. While curriculum design has evolved toward constructivist, student-centered approaches, teachers must navigate tensions between mandated standards and diverse classroom realities. This study examines how teachers' pedagogical beliefs (constructivist versus traditional) and teaching motivation (intrinsic versus extrinsic) interact to shape curriculum enactment decisions.
methodsA quantitative correlational design was employed with 424 in-service teachers from southeastern Türkiye. Participants completed validated scales measuring pedagogical beliefs, teaching motivation, and curriculum fidelity, which assessed both adherence and adaptation dimensions. Structural equation modeling with mediation analysis was conducted to test direct and indirect pathways among latent variables.
resultsConstructivist beliefs were positively associated with curriculum adaptation and intrinsic motivation, while traditional beliefs showed positive associations with adherence and extrinsic motivation. Critically, intrinsic motivation was positively associated with adaptation and negatively associated with adherence. Conversely, extrinsic motivation was positively associated with adherence and negatively associated with adaptation. Mediation analysis indicated that both motivation types partially mediated the belief-fidelity relationships, revealing motivation as an important pathway linking beliefs and enactment preferences.
conclusionThe study illuminates the critical role of teachers' teaching motivation in the relationship between pedagogical beliefs and curriculum implementation. By understanding how teaching motivation acts as a conduit between pedagogical beliefs and curriculum fidelity, educators and policymakers can develop targeted interventions to optimize curriculum effectiveness, fostering environments that support both teacher autonomy and curriculum integrity.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.