Abstract
As an intrinsic motivation to explore new experience and knowledge, curiosity plays an essential role in learning and development. However, in Asian cultures, where tradition and authority are highly respected, people may not be encouraged to develop and utilize their curiosity, even in a learning setting where curiosity is highly valued (e.g., general education). This longitudinal study examined how curiosity affected learning outcomes in general education and how the learning outcomes, in turn, contributed to subsequent development of curiosity among a group of university students in Hong Kong. Two hundred and forty-two participants (59 males and 183 females) responded to the questionnaires at the beginning of Semesters 1 and 2. Learning outcomes were assessed by both objective and subjective measures (i.e., average grade and self-evaluation). Results show that curiosity at the beginning of Semester 1 signifi cantly predicted self-evaluated learning outcomes in Semester 1, which further contributed signifi cantly to curiosity in Semester 2, even when the curiosity in Semester 1 was controlled. By contrast, no signifi cant association was found for the objective measure of learning outcome with curiosity in Semesters 1 and 2. Implications for learning and assessment in general education are discussed.
| Original language | English |
|---|---|
| Title of host publication | The Psychology of Asian Learners |
| Subtitle of host publication | A Festschrift in Honor of David Watkins |
| Publisher | Springer Singapore |
| Pages | 269-288 |
| Number of pages | 20 |
| ISBN (Electronic) | 9789812875761 |
| ISBN (Print) | 9789812875754 |
| DOIs | |
| Publication status | Published - 1 Jan 2016 |
| Externally published | Yes |
Fingerprint
Keywords
- Curiosity
- General education
- Student learning
Cite this
}
Curiosity and student learning in general education in Hong Kong. / Ye, Shengquan; Ng, Ting Kin; Wang, Jun; Lee, Tsz Kei.
The Psychology of Asian Learners: A Festschrift in Honor of David Watkins. Springer Singapore, 2016. p. 269-288.Research output: Book Chapters | Papers in Conference Proceedings › Book Chapter › Research › peer-review
TY - CHAP
T1 - Curiosity and student learning in general education in Hong Kong
AU - Ye, Shengquan
AU - Ng, Ting Kin
AU - Wang, Jun
AU - Lee, Tsz Kei
PY - 2016/1/1
Y1 - 2016/1/1
N2 - As an intrinsic motivation to explore new experience and knowledge, curiosity plays an essential role in learning and development. However, in Asian cultures, where tradition and authority are highly respected, people may not be encouraged to develop and utilize their curiosity, even in a learning setting where curiosity is highly valued (e.g., general education). This longitudinal study examined how curiosity affected learning outcomes in general education and how the learning outcomes, in turn, contributed to subsequent development of curiosity among a group of university students in Hong Kong. Two hundred and forty-two participants (59 males and 183 females) responded to the questionnaires at the beginning of Semesters 1 and 2. Learning outcomes were assessed by both objective and subjective measures (i.e., average grade and self-evaluation). Results show that curiosity at the beginning of Semester 1 signifi cantly predicted self-evaluated learning outcomes in Semester 1, which further contributed signifi cantly to curiosity in Semester 2, even when the curiosity in Semester 1 was controlled. By contrast, no signifi cant association was found for the objective measure of learning outcome with curiosity in Semesters 1 and 2. Implications for learning and assessment in general education are discussed.
AB - As an intrinsic motivation to explore new experience and knowledge, curiosity plays an essential role in learning and development. However, in Asian cultures, where tradition and authority are highly respected, people may not be encouraged to develop and utilize their curiosity, even in a learning setting where curiosity is highly valued (e.g., general education). This longitudinal study examined how curiosity affected learning outcomes in general education and how the learning outcomes, in turn, contributed to subsequent development of curiosity among a group of university students in Hong Kong. Two hundred and forty-two participants (59 males and 183 females) responded to the questionnaires at the beginning of Semesters 1 and 2. Learning outcomes were assessed by both objective and subjective measures (i.e., average grade and self-evaluation). Results show that curiosity at the beginning of Semester 1 signifi cantly predicted self-evaluated learning outcomes in Semester 1, which further contributed signifi cantly to curiosity in Semester 2, even when the curiosity in Semester 1 was controlled. By contrast, no signifi cant association was found for the objective measure of learning outcome with curiosity in Semesters 1 and 2. Implications for learning and assessment in general education are discussed.
KW - Curiosity
KW - General education
KW - Student learning
UR - http://www.scopus.com/inward/record.url?scp=84955386251&partnerID=8YFLogxK
U2 - 10.1007/978-981-287-576-1_17
DO - 10.1007/978-981-287-576-1_17
M3 - Book Chapter
AN - SCOPUS:84955386251
SN - 9789812875754
SP - 269
EP - 288
BT - The Psychology of Asian Learners
PB - Springer Singapore
ER -