Teaching questioning fosters adolescent curiosity
Analyzing impact through multiple-group structural equation modeling
Bibliographic Data
| ID | 15029197 |
|---|---|
| Authors | Shelby Clark (Boston University, corresponding author), Allen G Harbaugh (0000-0003-1571-5052, Boston University), Scott Seider (0000-0002-7559-7695, Boston University) |
| Year | 2021 |
| Volume | 25 |
| Issue | 3 |
| Pages | 240-259 |
| Publication date | 2021-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Developmental Science (JOURNAL) |
| Journal identifiers | ISSN: 1088-8691 • E-ISSN: 1532-480X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10888691.2019.1591956 |
| OpenAlex | W2937842301 |
| Language | EN |
| Citations received | 4 |
| References cited | 69 |
Research has found that directly teaching students to question positively affects academic outcomes. Although theoretically questioning is believed to foster numerous “noncognitive” outcomes, relatively few studies have considered the impact of direct instruction in questioning on students’ curiosity and related motivational constructs. The present quasi-experimental study investigated the impact of a student question-brainstorming intervention (the Question Formulation Technique; QFT) on adolescents’ curiosity, cognitive school engagement, and self-efficacy (achievement efficacy and self-regulatory school efficacy) over one school year. Multiple-group structural equation path modeling was utilized to consider the impact of the intervention on these constructs, while accounting for the interrelationships among the variables. Results indicated a positive impact of the QFT on students’ curiosity, but a negative impact on students’ self-regulatory for self-efficacy learning and cognitive engagement. Limitations and implications for educators are discussed
Brainstorming · Cognition · Curiosity · Developmental psychology · Intervention (counseling · Mathematics education · Path analysis (statistics · Self-efficacy · Structural equation modeling · Student engagement · Education and Critical Thinking Development · Grit, Self-Efficacy, and Motivation · Psychological and Educational Research Studies · Psychology · Social Psychology
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| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |