Gotta Know Why! Preliminary Evidence Supporting a Theory of Virtue Learning as Applied to Intellectual Curiosity

Autor/in	Orona, Gabe Avakian
Titel	Gotta Know Why! Preliminary Evidence Supporting a Theory of Virtue Learning as Applied to Intellectual Curiosity
Quelle	In: Theory and Research in Education, 19 (2021) 3, S.279-295 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orona, Gabe Avakian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/14778785211061310
Schlagwörter	Ethical Instruction; Moral Values; Higher Education; Intellectual Development; Undergraduate Students; Student Motivation; Correlation; Ethics; Teaching Methods; Values Education; Student Attitudes; Learning Theories; Student Characteristics; STEM Education; Majors (Students); Gender Differences; Low Income Students; First Generation College Students; Grade Point Average; Scores; College Entrance Examinations; Measures (Individuals); California; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Ethics instruction; Teaching of ethics; Ethikunterricht; Moral value; Ethischer Wert; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mental development; Geistige Entwicklung; Schulische Motivation; Korrelation; Ethik; Teaching method; Lehrmethode; Unterrichtsmethode; Werterziehung; Schülerverhalten; Learning theory; Lerntheorie; STEM; Geschlechterkonflikt; Aufnahmeprüfung; Messdaten; Kalifornien
Abstract	Virtue education is gaining popularity in institutions of higher education. Given this growing interest, several theoretical accounts explaining the process of virtue learning have emerged. However, there is scant empirical evidence supporting their applicability for intellectual virtue. In this study, we apply a theory of virtue learning to the development of intellectual curiosity among undergraduates. We find that learning why virtue is relevant and important to one's education is consistently and moderately correlated with increases in intellectual curiosity across time points and analytic approaches. A weaker yet still positive association is found with increases in knowledge of intellectual curiosity. The implications of these results connect with pedagogical recommendations stressed across intellectual and moral virtue education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01