Teaching Questioning Fosters Adolescent Curiosity: Analyzing Impact through Multiple-Group Structural Equation Modeling

Autor/inn/en	Clark, Shelby; Harbaugh, Allen G.; Seider, Scott
Titel	Teaching Questioning Fosters Adolescent Curiosity: Analyzing Impact through Multiple-Group Structural Equation Modeling
Quelle	In: Applied Developmental Science, 25 (2021) 3, S.240-259 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2019.1591956
Schlagwörter	Questioning Techniques; Adolescents; Public Schools; High School Students; English Instruction; Language Arts; Instructional Effectiveness; Direct Instruction; Personality Traits; Student Motivation; Brainstorming; Intervention; Learner Engagement; Self Efficacy; Self Management; Academic Achievement; Correlation + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English langauage lessons; Englischunterricht; Sprachkultur; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Schulleistung; Korrelation
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01