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Croatian Journal of Education : Hrvatski časopis za odgoj i obrazovanje, Vol.18 No.Sp.Ed.1 May 2016.

Original scientific paper
https://doi.org/10.15516/cje.v18i0.2184

Is Curiosity Good for Students' Well-Being? The Case of the Faculty of Teacher Education and the Faculty of Kinesiology

Dubravka Miljković ; Faculty of Teacher Education University of Zagreb
Lana Jurčec ; Faculty of Teacher Education University of Zagreb

Fulltext: english, pdf (334 KB) pages 103-121 downloads: 47* cite
APA 6th Edition
Miljković, D. & Jurčec, L. (2016). Is Curiosity Good for Students' Well-Being? The Case of the Faculty of Teacher Education and the Faculty of Kinesiology. Croatian Journal of Education, 18 (Sp.Ed.1), 103-121. https://doi.org/10.15516/cje.v18i0.2184
MLA 8th Edition
Miljković, Dubravka and Lana Jurčec. "Is Curiosity Good for Students' Well-Being? The Case of the Faculty of Teacher Education and the Faculty of Kinesiology." Croatian Journal of Education, vol. 18, no. Sp.Ed.1, 2016, pp. 103-121. https://doi.org/10.15516/cje.v18i0.2184. Accessed 21 Sep. 2018.
Chicago 17th Edition
Miljković, Dubravka and Lana Jurčec. "Is Curiosity Good for Students' Well-Being? The Case of the Faculty of Teacher Education and the Faculty of Kinesiology." Croatian Journal of Education 18, no. Sp.Ed.1 (2016): 103-121. https://doi.org/10.15516/cje.v18i0.2184
Harvard
Miljković, D., and Jurčec, L. (2016). 'Is Curiosity Good for Students' Well-Being? The Case of the Faculty of Teacher Education and the Faculty of Kinesiology', Croatian Journal of Education, 18(Sp.Ed.1), pp. 103-121. doi: https://doi.org/10.15516/cje.v18i0.2184
Vancouver
Miljković D, Jurčec L. Is Curiosity Good for Students' Well-Being? The Case of the Faculty of Teacher Education and the Faculty of Kinesiology. Croatian Journal of Education [Internet]. 2016 May 30 [cited 2018 September 21];18(Sp.Ed.1):103-121. doi: https://doi.org/10.15516/cje.v18i0.2184
IEEE
D. Miljković and L. Jurčec, "Is Curiosity Good for Students' Well-Being? The Case of the Faculty of Teacher Education and the Faculty of Kinesiology", Croatian Journal of Education, vol.18, no. Sp.Ed.1, pp. 103-121, may 2016. [Online]. doi: https://doi.org/10.15516/cje.v18i0.2184
Fulltext: croatian, pdf (334 KB) pages 103-121 downloads: 191* cite
APA 6th Edition
Miljković, D. & Jurčec, L. (2016). Je li dobro biti radoznao? Slučaj studenata Učiteljskog i Kineziološkog fakulteta. Croatian Journal of Education, 18 (Sp.Ed.1), 103-121. https://doi.org/10.15516/cje.v18i0.2184
MLA 8th Edition
Miljković, Dubravka and Lana Jurčec. "Je li dobro biti radoznao? Slučaj studenata Učiteljskog i Kineziološkog fakulteta." Croatian Journal of Education, vol. 18, no. Sp.Ed.1, 2016, pp. 103-121. https://doi.org/10.15516/cje.v18i0.2184. Accessed 21 Sep. 2018.
Chicago 17th Edition
Miljković, Dubravka and Lana Jurčec. "Je li dobro biti radoznao? Slučaj studenata Učiteljskog i Kineziološkog fakulteta." Croatian Journal of Education 18, no. Sp.Ed.1 (2016): 103-121. https://doi.org/10.15516/cje.v18i0.2184
Harvard
Miljković, D., and Jurčec, L. (2016). 'Je li dobro biti radoznao? Slučaj studenata Učiteljskog i Kineziološkog fakulteta', Croatian Journal of Education, 18(Sp.Ed.1), pp. 103-121. doi: https://doi.org/10.15516/cje.v18i0.2184
Vancouver
Miljković D, Jurčec L. Je li dobro biti radoznao? Slučaj studenata Učiteljskog i Kineziološkog fakulteta. Croatian Journal of Education [Internet]. 2016 May 30 [cited 2018 September 21];18(Sp.Ed.1):103-121. doi: https://doi.org/10.15516/cje.v18i0.2184
IEEE
D. Miljković and L. Jurčec, "Je li dobro biti radoznao? Slučaj studenata Učiteljskog i Kineziološkog fakulteta", Croatian Journal of Education, vol.18, no. Sp.Ed.1, pp. 103-121, may 2016. [Online]. doi: https://doi.org/10.15516/cje.v18i0.2184

Abstracts
The aim of the study was to assess the relationship between curiosity and well-being in the sample of university students. A total of 318 college students from the Faculty of Teacher Education and the Faculty of Kinesiology (100 males and 215 females) participated in the study. The students ranged in age from 18 to 26. Four questionnaires were administered: Curiosity and Exploration Inventory - CEI-II (Kashdan et al., 2009), Positive and Negative Affect Schedule - PANAS (Watson, Clark, & Tellegen, 1988), Flourishing Scale – FS (Diener et al., 2009) and Basic Needs Satisfaction Scale (Gagné, 2003).
Results of ANOVAs showed that students of the Faculty of Kinesiology had higher scores on both curiosity scales: Curiosity Stretching and Curiosity Embracing. Curiosity stretching reflects the motivation to seek out knowledge and new experiences while embracing dimension is related to willingness to embrace the novel, uncertain, and unpredictable nature of everyday life. They also scored higher on positive affect and lower on negative affect. There was no statistical difference between students from the two faculties on the flourishing scale and the scale used to measure satisfaction of basic psychological needs. Gender differences were found only for negative affects, with females scoring higher on the negative affect scale.
Both curiosity scales were correlated to well-being scales, but as the results of hierarchical regression analyses revealed, only curiosity stretching was a significant predictor of basic needs satisfaction, positive affect and flourishing. Among students of the Faculty of Kinesiology, motivation to seek out knowledge and new experiences has a greater role in their well-being. This suggests the possibility of positive influence of curiosity on well-being and the need to pay more attention to methods for developing curiosity in teaching and learning at the university level.

Keywords
basic psychological needs; curiosity; flourishing; positive/negative affect; students; well-being

Hrčak ID: 164747

URI
https://hrcak.srce.hr/164747

[croatian]

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