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06-01-2024 | Empirical Research

Facilitating Youth’s Curiosity in Learning: Needs-based Ecological Examinations

Auteurs: Haoyan Huang, Xin Tang, Katariina Salmela-Aro

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 3/2024

Abstract

The decline of curiosity during adolescence has received increasing concerns in education. The present study aimed to identify the key factors in the environment that promote young people’s curiosity from a needs-based ecological perspective, focusing on family and school. To enable a better understanding of the developmental effects, this study compared two age groups: 10-year-olds and 15-year-olds. A total of 5482 Finnish students (3034 aged 10 and 2448 aged 15; 48% female and 51% male) from the OECD Survey on Social-emotional Skills participated in the study, and their family and school factors related to basic psychological needs (autonomy, competence, relatedness) were assessed through surveys. Hierarchical Linear Modeling results revealed that: (1) contrary to the expectations, factors that support competence and relatedness facilitated youth curiosity to a greater extent than factors that support autonomy; (2) positive relationships with teachers were more beneficial for curiosity among older youth than younger youth; whereas, a sense of belonging at school was the most important factor for younger youth’s curiosity. These findings have significant implications for promoting curiosity in general as well as during different age periods.

vorige artikel The Longitudinal Effect of Peer-Nominated Popularity on Defending Behaviors in Chinese Adolescents: The Moderating Role of Manipulative Traits, Desired Popularity, and Gender

volgende artikel Joint Developmental Trajectories of Novelty and Usefulness in Chinese Children’s Creativity

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Titel: Facilitating Youth’s Curiosity in Learning: Needs-based Ecological Examinations
Auteurs: Haoyan Huang
Xin Tang
Katariina Salmela-Aro
Publicatiedatum: 06-01-2024
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 3/2024
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-023-01936-x

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