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Defining intellectual curiosity in h...

Bridier, Nancy Lea.

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Defining intellectual curiosity in higher education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Defining intellectual curiosity in higher education./
作者:	Bridier, Nancy Lea.
面頁冊數:	151 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.
Contained By:	Dissertation Abstracts International77-09B(E).
標題:	Personality psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10099622
ISBN:	9781339636252

Defining intellectual curiosity in higher education.
Bridier, Nancy Lea.

Defining intellectual curiosity in higher education. - 151 p.

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.

Thesis (Ed.D.)--The University of West Florida, 2016.

Over the past five years, the term intellectual curiosity has been used more often in the fields of research, education, and employment. As college admissions and the job market become more competitive, many universities and employers are stressing the demonstration of intellectual curiosity as a determining factor in admission and hiring decisions. To this date, the term lacks empirical definition. The current study focuses on establishing a sound framework for developing a foundation for exploring the term intellectual curiosity and examines the interrelationships among variables generated by the framework. The rationale for this study is to offer a definition of intellectual curiosity to assist educators with identifying student characteristics that demonstrate the term based on the theoretical perspectives of Cattell (1943, 1957) and Berlyne (1960). This study integrated the theory of curiosity with the investment theory to propose a framework for exploring the factor structure of intellectual curiosity.

ISBN: 9781339636252Subjects--Topical Terms:

2144789
Personality psychology.

Defining intellectual curiosity in higher education.
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245 1 0 $a Defining intellectual curiosity in higher education.
300 $a 151 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-09(E), Section: B.
500 $a Adviser: Carla J. Thompson.
502 $a Thesis (Ed.D.)--The University of West Florida, 2016.
520 $a Over the past five years, the term intellectual curiosity has been used more often in the fields of research, education, and employment. As college admissions and the job market become more competitive, many universities and employers are stressing the demonstration of intellectual curiosity as a determining factor in admission and hiring decisions. To this date, the term lacks empirical definition. The current study focuses on establishing a sound framework for developing a foundation for exploring the term intellectual curiosity and examines the interrelationships among variables generated by the framework. The rationale for this study is to offer a definition of intellectual curiosity to assist educators with identifying student characteristics that demonstrate the term based on the theoretical perspectives of Cattell (1943, 1957) and Berlyne (1960). This study integrated the theory of curiosity with the investment theory to propose a framework for exploring the factor structure of intellectual curiosity.
520 $a Undergraduate students completed three survey instruments measuring curiosity and exploration, the need for cognition, and the big five factors of personality. A factor analytic approach was used to explore the factor structure of intellectual curiosity and align that structure with the speculated conceptual definitions of intellectual curiosity found in the current literature. The factor analysis and conceptual alignment findings were integrated to identify an empirical definition for intellectual curiosity. Current study findings support an empirical definition of intellectual curiosity that encompasses intellectual engagement, seeking new information through exploration, a desire to engage in and understand the world, conscientiousness, and openness to new ideas and experiences. Research implications of these findings include the potential for further theory development and the potential for measures of intellectual curiosity for classroom and research purposes. Implications for practice include the potential for assisting college administrators and employers with research based decisions regarding admissions, recruitment, and hiring processes. The field of education may benefit from the study's findings with the potential for stimulating the intellectual curiosity within faculty, influencing teaching practices, and enriching students' learning. Suggestions for future research are also addressed.
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