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Nieuwsgierigheid in kaart gebracht: Validatiestudie van de Epistemic Curiosity Scale in de Nederlandse onderwijscontext

Korpershoek, H., Hesseling, A., Venema, F., Verduyn, N. & Talens, R., 2018, In : Pedagogische studien. 95, 1, p. 19-33 15 p.

Research output: Contribution to journalArticleAcademicpeer-review

The objective of this study was the validation of a translated measurement instrument to map out the curiosity of students in secondary and tertiary education in the Netherlands. The central research question was: To what extent gives the translated, Dutch version of the Epistemic Curiosity Scale (Litman, 2008) a reliable and valid representation of the curiosity level of students in secondary and tertiary education? The questionnaire distinguishes two curiosity components: feelings of deprivation (D-type curiosity) and feelings of interest (I-type curiosity). De questionnaire was administered to 131 secondary school students, 188 students in senior secondary vocational education and training, and 282 students in higher professional education. The results clearly showed that the translated measurement instrument provided a good representation of the curiosity level of the students. The I-type and D-type scales were reliable and showed reasonable model fit of the two-factor structure. The results also revealed that model fit could be further improved by adapting the formulation of some of the items.

Original languageDutch
Pages (from-to)19-33
Number of pages15
JournalPedagogische studien
Volume95
Issue number1
Publication statusPublished - 2018

    Keywords

  • curiosity, validation study, secondary education, senior secondary vocational education and training, higher professional education, SELF-REGULATION, FIT INDEXES, DEPRIVATION, INFORMATION, EXPLORATION, SEARCH

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