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Article: Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents
Title | Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents |
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Authors | |
Keywords | Culture Curiosity Education Performance Self-esteem Well-being |
Issue Date | 2007 |
Publisher | Springer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0146-7239 |
Citation | Motivation And Emotion, 2007, v. 31 n. 4, p. 260-270 How to Cite? |
Abstract | The present study tested whether the perceived academic values of a school moderate whether highly curious students thrive academically. We investigated the interactive effects of curiosity and school quality on academic success for 484 Hong Kong high school students. Chinese versions of the Curiosity and Exploration Inventory, Subjective Happiness Scale, and Rosenberg Self-Esteem scales were administered and shown to have acceptable measurement properties. We obtained Hong Kong Certificate of Education Examination (HKCEE) scores (national achievement tests) from participating schools. Results yielded Trait Curiosity × Perceived School Quality interactions in predicting HKCEE scores and school grades. Adolescents with greater trait curiosity in more challenging schools had the greatest academic success; adolescents with greater trait curiosity in less challenging schools had the least academic success. Findings were not attributable to subjective happiness or self-esteem and alternative models involving these positive attributes were not supported. Results suggest that the benefits of curiosity are activated by student beliefs that the school environment supports their values about growth and learning; these benefits can be disabled by perceived person-environment mismatches. © 2007 Springer Science+Business Media, LLC. |
Persistent Identifier | http://hdl.handle.net/10722/85100 |
ISSN | 2023 Impact Factor: 1.7 2023 SCImago Journal Rankings: 1.069 |
ISI Accession Number ID | |
References |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Kashdan, TB | en_HK |
dc.contributor.author | Yuen, M | en_HK |
dc.date.accessioned | 2010-09-06T09:00:50Z | - |
dc.date.available | 2010-09-06T09:00:50Z | - |
dc.date.issued | 2007 | en_HK |
dc.identifier.citation | Motivation And Emotion, 2007, v. 31 n. 4, p. 260-270 | en_HK |
dc.identifier.issn | 0146-7239 | en_HK |
dc.identifier.uri | http://hdl.handle.net/10722/85100 | - |
dc.description.abstract | The present study tested whether the perceived academic values of a school moderate whether highly curious students thrive academically. We investigated the interactive effects of curiosity and school quality on academic success for 484 Hong Kong high school students. Chinese versions of the Curiosity and Exploration Inventory, Subjective Happiness Scale, and Rosenberg Self-Esteem scales were administered and shown to have acceptable measurement properties. We obtained Hong Kong Certificate of Education Examination (HKCEE) scores (national achievement tests) from participating schools. Results yielded Trait Curiosity × Perceived School Quality interactions in predicting HKCEE scores and school grades. Adolescents with greater trait curiosity in more challenging schools had the greatest academic success; adolescents with greater trait curiosity in less challenging schools had the least academic success. Findings were not attributable to subjective happiness or self-esteem and alternative models involving these positive attributes were not supported. Results suggest that the benefits of curiosity are activated by student beliefs that the school environment supports their values about growth and learning; these benefits can be disabled by perceived person-environment mismatches. © 2007 Springer Science+Business Media, LLC. | en_HK |
dc.language | eng | en_HK |
dc.publisher | Springer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0146-7239 | en_HK |
dc.relation.ispartof | Motivation and Emotion | en_HK |
dc.subject | Culture | en_HK |
dc.subject | Curiosity | en_HK |
dc.subject | Education | en_HK |
dc.subject | Performance | en_HK |
dc.subject | Self-esteem | en_HK |
dc.subject | Well-being | en_HK |
dc.title | Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents | en_HK |
dc.type | Article | en_HK |
dc.identifier.openurl | http://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0146-7239&volume=31&spage=260&epage=270&date=2007&atitle=Whether+highly+curious+students+thrive+academically+depends+on+perceptions+about+the+school+learning+environment+:+A+study+of+Hong+Kong+adolescents++ | en_HK |
dc.identifier.email | Yuen, M: mtyuen@hku.hk | en_HK |
dc.identifier.authority | Yuen, M=rp00984 | en_HK |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/s11031-007-9074-9 | en_HK |
dc.identifier.scopus | eid_2-s2.0-36749020125 | en_HK |
dc.identifier.hkuros | 144474 | en_HK |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-36749020125&selection=ref&src=s&origin=recordpage | en_HK |
dc.identifier.volume | 31 | en_HK |
dc.identifier.issue | 4 | en_HK |
dc.identifier.spage | 260 | en_HK |
dc.identifier.epage | 270 | en_HK |
dc.identifier.isi | WOS:000251579800002 | - |
dc.publisher.place | United States | en_HK |
dc.identifier.scopusauthorid | Kashdan, TB=6602002113 | en_HK |
dc.identifier.scopusauthorid | Yuen, M=7102031935 | en_HK |
dc.identifier.citeulike | 5498151 | - |
dc.identifier.issnl | 0146-7239 | - |