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首页> 外文期刊>Motivation and Emotion >Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents
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Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents

机译：好奇心旺盛的学生能否在学业上兴旺取决于对学校学习环境的看法：对香港青少年的研究

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摘要

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.
机译：本研究测试了学校的认知学术价值是否适中了高度好奇的学生是否在学术上壮成长。我们研究了好奇心和学校素质对484名香港高中生学业成就的互动影响。使用了中文版的《好奇心和探索量表》，“主观幸福感量表”和“罗森伯格自尊量表”，并证明它们具有可接受的测量属性。我们从参加考试的学校获得了香港教育考试证书（HKCEE）分数（国家成就测试）。结果在预测HKCEE分数和学校成绩时产生了特质好奇心×感知的学校质量互动。在更具挑战性的学校中，对特质充满好奇心的青少年在学业上取得了最大的成功。在挑战较少的学校中，具有较高特质好奇心的青少年在学业上的成功率最低。研究发现并非归因于主观幸福或自尊，也不支持涉及这些积极属性的替代模型。结果表明，好奇心的好处是由学生相信学校环境支持他们关于成长和学习的价值观而激发的；这些好处可能会因人与环境的不匹配而失效。

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