Work

Student-Driven Instruction, Agency, and Curiosity: Mediation Evidence from 46,084 Subjects Across Multiple Sites

Year: 2025

Type: article

Abstract: Curiosity is viewed as an essential element playing a key role in the learning process, driving learners to proactively identify and bridge knowledge gaps. However, the interaction between instructional strategies and psychological factors in nurturing curiosity is not well-understood. This study sought to explore connections between student-driven instruction and curiosity, with particular focus on the role of agency. This research employed structural equation modeling (SEM) using the Survey of Social and Emotional Skills (SSES), encompassing 46,084 student records. Results show that student-driven instruction is a positive predictor of both agency (β = 0.094, p < 0.001) and curiosity (β = 0.043, p < 0.001). Additionally, a strong positive correlation was observed between agency and curiosity (β = 0.78, p < 0.001). The mediation analysis identified student agency as a significant mediator, influencing the relationship between student-driven instruction and curiosity (β = 0.073, p < 0.001). Findings uncover valuable insights into instructional practices that prioritize student agency, contributing to the understanding of inter-and intra-personal factors influencing curiosity development.

Source: Education Sciences

DOI: 10.3390/educsci15111518

Authors: Ji Liu, Dahman Tahri, Millicent Aziku, Airini Mbowe

Institutions: Shaanxi Normal University, University of Dar es Salaam

Language: English

Topic: Psychological and Educational Research Studies

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172