東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Towards measuring lifelong learning:...

Fulcher, Keston H.

FindBook

Google Book

Amazon

博客來

Towards measuring lifelong learning: The Curiosity Index.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Towards measuring lifelong learning: The Curiosity Index./
作者:	Fulcher, Keston H.
面頁冊數:	124 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0481.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123950

Towards measuring lifelong learning: The Curiosity Index.
Fulcher, Keston H.

Towards measuring lifelong learning: The Curiosity Index. - 124 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0481.

Thesis (Ph.D.)--James Madison University, 2004.

Construct ambiguity and methodological shortcomings of instrument development have obscured the meaning of curiosity research. Nonetheless, it is an important construct, especially since it has been linked recently to lifelong learning. The purpose of these studies is to collect validity evidence for a new self-report questionnaire, The Curiosity Index (CI), which is based on Ainley's (1987) parsimonious breadth and depth conceptualization of curiosity.Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Towards measuring lifelong learning: The Curiosity Index.
LDR:03263nmm 2200325 4500 001 1861506
005 20041117064928.5
008 130614s2004 eng d
035 $a (UnM)AAI3123950
035 $a AAI3123950
040 $a UnM $c UnM
100 1 $a Fulcher, Keston H. $3 1949101
245 1 0 $a Towards measuring lifelong learning: The Curiosity Index.
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0481.
500 $a Adviser: T. Dary Erwin.
502 $a Thesis (Ph.D.)--James Madison University, 2004.
520 $a Construct ambiguity and methodological shortcomings of instrument development have obscured the meaning of curiosity research. Nonetheless, it is an important construct, especially since it has been linked recently to lifelong learning. The purpose of these studies is to collect validity evidence for a new self-report questionnaire, The Curiosity Index (CI), which is based on Ainley's (1987) parsimonious breadth and depth conceptualization of curiosity.
520 $a Proctors administered the CI to 1042 college freshmen, 854 college sophomore/juniors, and 74 members of a lifelong learning institute. In Study 1, freshmen CI data were analyzed using confirmatory factor analysis in an exploratory manner to identify items best representing the two-factor model. After selective item removal, all indices except for the RMSEA suggested good fit.
520 $a In addition to the CI, college freshmen took several other instruments. In Study 2, scores derived from these instruments were correlated to the total, breadth, and depth scores. As predicted, the total CI, breadth, and depth scores correlated moderately to highly with trait curiosity and intrinsic motivation, lowly to confidence, not at all to intelligence or extrinsic motivation, and negatively to work-avoidance. In addition, mastery-approach correlated higher to depth than to breadth as predicted.
520 $a In Study 3, average total, breadth, and depth scores of freshmen, sophomore, and lifelong learners were compared via ANOVAs. It was predicted that lifelong learners would have the highest scores on all categories, then sophomores, then freshmen. Lifelong Learning Institute members and sophomores did score significantly higher on total and depth curiosity than freshmen; however, no other differences were found.
520 $a In Study 4, item response theory was used to investigate the amount of information obtained by the CI along the continuum of curiosity, from the least curious to the most curious students. Generally, information was high; however, students scoring 1.5 SDs above the mean or higher were measured less reliably.
520 $a Overall, the results support the use of the Curiosity Index for measuring breadth and depth curiosity. Future directions of validation include additional correlational studies with other curiosity measures, reversing the response scale, and creating more difficult breadth items.
590 $a School code: 1357.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0288
690 $a 0632
710 2 0 $a James Madison University. $3 1023976
773 0 $t Dissertation Abstracts International $g 65-02A.
790 1 0 $a Erwin, T. Dary, $e advisor
790 $a 1357
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123950