Skip to main content
SpringerLink
Log in

The Mediational Role of Engagement in the Relationship Between Curiosity and Student Development: A Preliminary Study

  • Research Paper
  • Published:
Journal of Happiness Studies Aims and scope Submit manuscript

Abstract

This paper examines relationships among curiosity, engagement, and student development across five domains—(1) cognitive complexity, (2) knowledge acquisition, construction, integration, and application, (3) humanitarianism and civic engagement, (4) intrapersonal and interpersonal development, and (5) practical competence. Although extant research examines antecedents and outcomes of engagement extensively, no study explicitly assesses curiosity, engagement, and student development. Results suggest that engagement mediates epistemic and perceptual types of curiosity and student development. Educators and administrators can use these findings to create engaging education during which curiosity swiftly transforms into holistic student development.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • AACU. (2002). Greater expectations: A new vision for learning as a nation goes to college. In: National panel report.

  • Abele, A. E., Hagmaier, T., & Spurk, D. (2016). Does career success make you happy? The mediating role of multiple subjective success evaluations. Journal of Happiness Studies,17(4), 1615–1633.

    Google Scholar 

  • Allison, B. J., Voss, R. S., & Dryer, S. (2001). Student classroom and career success: The role of organizational citizenship behavior. Journal of Education for Business,76(5), 282–288.

    Google Scholar 

  • Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools,45(5), 369–386.

    Google Scholar 

  • Arnone, M. P., & Small, R. V. (2013). Acting on curiosity: What’s changed, what hasn’t, and what educators can do. In J. B. Jones & L. J. Flint (Eds.), The creative imperative: School librarians and teachers cultivating curiosity together (pp. 133–221). Santa Barbara, CA: Libraries Unlimited.

    Google Scholar 

  • Arnone, M. P., Small, R. V., Chauncey, S. A., & McKenna, H. P. (2011). Curiosity, interest and engagement in technology-pervasive learning environments: A new research agenda. Educational Technology Research and Development,59(2), 181–198.

    Google Scholar 

  • Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology,51(6), 1173–1182.

    Google Scholar 

  • Berlyne, D. (1960). Conflict, arousal, and curiosity. New York, NY: McGraw-Hill.

    Google Scholar 

  • Berlyne, D. (1965). Curiosity and education. In J. D. Krumboltz (Ed.), Learning and the educational process (pp. 67–89). Chicago, IL: Rand McNally.

    Google Scholar 

  • Berry, G. R., & Workman, L. (2007). Broadening student societal awareness through service-learning and civic engagement. Marketing Education Review,17(3), 21–32.

    Google Scholar 

  • Besana, A., & Esposito, A. (2017). Tourism curricula, entrepreneurial engagement and stakeholders’ satisfaction: Economics and relationship marketing of universities. Eurasian Business Review,7(3), 375–388.

    Google Scholar 

  • Borman, G. D., & Overman, L. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal,104(3), 177–195.

    Google Scholar 

  • Bowman, N. (2014). Conceptualizing openness to diversity and challenge: Its relation to college experiences, achievement, and retention. Innovative Higher Education,39(4), 277–291.

    Google Scholar 

  • Boyer, E. L. (1998). The Boyer commission on educating undergraduates in the research university, reinventing undergraduate education: A blueprint for America’s research universities. New York, NY: Stony Brook.

    Google Scholar 

  • Bratko, D., Chamorro-Premuzic, T., & Saks, Z. (2006). Personality and school performance: Incremental validity of self- and peer-ratings over intelligence. Personality and Individual Differences,41(1), 131–142.

    Google Scholar 

  • Calcagno, J., Bailey, T., Jenkins, D., Kienzl, G., & Leinbach, D. (2008). Community college student success: What institutional characteristics make a difference? Economics of Education Review,27(6), 632–645.

    Google Scholar 

  • Carbonaro, W. (2005). Tracking students’ efforts, and academic achievement. Sociology of Education,78(1), 27–49.

    Google Scholar 

  • Chamorro-Premuzic, T. (2014). Curiosity is as important as intelligence. Harvard Business Review,24(4), 166–171.

    Google Scholar 

  • Chen, W. (2012). How education enhances happiness: Comparison of mediating factors in four East Asian countries. Social Indicators Research,106(1), 117–131.

    Google Scholar 

  • Chen, Z., & Davey, G. (2008). Happiness and subjective wellbeing in mainland China. Journal of Happiness Studies,9(4), 589–600.

    Google Scholar 

  • Chyi, H., & Mao, S. (2012). The determinants of happiness of China’s elderly population. Journal of Happiness Studies,13(1), 167–185.

    Google Scholar 

  • Clement, N. (2010). Student wellbeing at school: The actualization of values in education. In T. Lovat, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 37–62). Dordrecht: Springer.

    Google Scholar 

  • Collins, R. P. (1996). Identification of perceptual curiosity as a psychological construct: Development of the perceptual curiosity scale (Master’s thesis). Tampa: University of South Florida.

    Google Scholar 

  • Collins, R. P., Litman, J. A., & Spielberger, C. D. (2004). The measurement of perceptual curiosity. Personality and Individual Differences,36(5), 1127–1141.

    Google Scholar 

  • Council for the Advancement of Standards in Higher Education. (2015). CAS learning and development outcomes. In J. B. Wells (Ed.), CAS professional standards for higher education (9th ed.). Washington, DC: Author.

    Google Scholar 

  • Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior,11(6), 671–684.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies,9(1), 1–11.

    Google Scholar 

  • Demir, M., Ozen, A., & Dogan, A. (2012). Friendship, perceived mattering and happiness: A study of American and Turkish college students. The Journal of Social Psychology,152(5), 659–664.

    Google Scholar 

  • Disabato, D. J., Goodman, F. R., Kashdan, T. B., Short, J. L., & Jarden, A. (2016). Different types of well-being? A cross-cultural examination of hedonic and eudaimonic well-being. Psychological Assessment,28(5), 471–482.

    Google Scholar 

  • D’Mello, S., & Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction,22(2), 145–157.

    Google Scholar 

  • Engel, S. (2011). Children’s need to know: Curiosity in schools. Harvard Educational Review,81(4), 627–645.

    Google Scholar 

  • Eren, A. (2009). Examining the relationship between epistemic curiosity and achievement goals. Eurasian Journal of Educational Research,36, 129–144.

    Google Scholar 

  • Eren, A. (2011). Prospective teachers’ general epistemic curiosity and domain-specific epistemic curiosity: The mediating role of perceived instrumentality. In R. M. Teixeira (Ed.), Higher education in a state of crisis (pp. 163–183). New York, NY: Nova Science.

    Google Scholar 

  • Eren, A., & Coskun, H. (2016). Students’ level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. Journal of Educational Research,109(6), 574–588.

    Google Scholar 

  • Finn, J. D. (1993). School engagement and students at risk. Washington, DC: National Center for Education Statistics.

    Google Scholar 

  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research,74(1), 59–109.

    Google Scholar 

  • Gallagher, M. W., & Marquez, S. C. (2017). Hope and the academic trajectory of college students. Journal of Happiness Studies,18(2), 341–352.

    Google Scholar 

  • Garrosa, E., Blanco-Donoso, L. M., Carmona-Cobo, I., & Moreno-Jiménez, B. (2017). How do curiosity, meaning in life, and search for meaning predict college students’ daily emotional exhaustion and engagement? Journal of Happiness Studies,18(1), 17–40.

    Google Scholar 

  • Gilles, P. Y., & Bailleux, C. (2001). Personality traits and abilities as predictors of academic achievement. European Journal of Psychology of Education,16(1), 3–15.

    Google Scholar 

  • Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education,62(1), 60–71.

    Google Scholar 

  • Grant, P., Arjoon, S., & McGhee, P. (2018). In pursuit of eudaimonia: How virtue ethics captures the self-understandings and roles of corporate directors. Journal of Business Ethics,153(2), 389–406.

    Google Scholar 

  • Gruber, M. J., Gelman, B. D., & Ranganath, C. (2014). States of curiosity modulate hippocampus-dependent learning via the dopaminergic circuit. Neuron,84(2), 486–496.

    Google Scholar 

  • Guthrie, J. T., & Anderson, E. (1999). Engagement in reading: Processes of motivated, strategic, knowledgeable, social readers. In J. T. Guthrie & D. E. Alvermann (Eds.), Engaged reading: Processes, practices, and policy implications (pp. 17–45). New York, NY: Teachers College Press.

    Google Scholar 

  • Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology,94(3), 562–575.

    Google Scholar 

  • Hardy, J. H., III, Ness, A. M., & Mecca, J. (2017). Outside the box: Epistemic curiosity as a predictor of creative problem solving and creative performance. Personality and Individual Differences,104, 230–237.

    Google Scholar 

  • Harrison, S. H., Sluss, D. M., & Ashforth, B. E. (2011). Curiosity adapted the cat: The role of trait curiosity in newcomer adaptation. Journal of Applied Psychology,96(1), 211–220.

    Google Scholar 

  • Hatt, S., Hannan, A., & Baxter, A. (2005). Bursaries and student success: A study of students from low-income groups at two institutions in the south west. Higher Education Quarterly,59(2), 111–126.

    Google Scholar 

  • Herzog, S. (2007). The ecology of learning: The impact of classroom features and utilization on student academic success. New Directions for Institutional Research,135, 81–106.

    Google Scholar 

  • Higgins, D. M., Peterson, J. B., Pihl, R. O., & Lee, A. G. M. (2007). Prefrontal cognitive ability, intelligence, big five personality, and the prediction of advanced academic and workplace performance. Journal of Personality and Social Psychology,93(2), 298–319.

    Google Scholar 

  • Hu, A. (2015). The changing happiness-enhancing effect of a college degree under higher education expansion: Evidence from China. Journal of Happiness Studies,16(3), 669–685.

    Google Scholar 

  • Hulme, E., Green, D. T., & Ladd, K. S. (2013). Fostering student engagement by cultivating curiosity. New Directions for Student Services,143, 53–64.

    Google Scholar 

  • Huta, V. (2012). Linking peoples’ pursuit of eudaimonia and hedonia with characteristics of their parents: Parenting styles, verbally endorsed values, and role modeling. Journal of Happiness Studies,13(1), 47–61.

    Google Scholar 

  • Iyer, R. B. (2013). Value-based education: Professional development vital towards effective integration. Journal of Research and Method in Education,1(1), 17–20.

    Google Scholar 

  • James, C., Koo, J., & Rodney, M. (2011, 28–29 January). Mismatches between student expectations and reality: A problem for student engagement. In: Paper presented at the Learning in Law Annual Conference, Warwick, England.

  • Johnson, M., Crosnoe, R., & Elder, G. (2001). Students’ attachment and academic engagement: The role of ethnicity. Sociology of Education,74(4), 318–340.

    Google Scholar 

  • Kang, M. J., Hsu, M., Krajbich, I., Loewenstein, G., McClure, S., Taoyi, W. J., et al. (2009). The wick in the candle of learning: Epistemic curiosity activates reward circuitry and enhances memory. Psychological Science,20(8), 963–973.

    Google Scholar 

  • Kashdan, T. B. (2009). Curious? Discover the missing ingredient to a fulfilling life. New York, NY: William Morrow.

    Google Scholar 

  • Kashdan, T. B., Biswas-Diener, R., & King, L. A. (2008). Reconsidering happiness: The costs of distinguishing between hedonics and eudaimonia. The Journal of Positive Psychology,3(4), 219–233.

    Google Scholar 

  • Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D., et al. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality,43(6), 987–998.

    Google Scholar 

  • Kashdan, T. B., Rose, P., & Fincham, F. D. (2004). Curiosity and exploration: Facilitating positive subjective experiences and personal growth opportunities. Journal of Personality Assessment,82(3), 291–305.

    Google Scholar 

  • Kashdan, T. B., & Steger, M. F. (2007). Curiosity and pathways to well-being and meaning in life: Traits, states, and everyday behaviors. Motivation and Emotion,31(3), 159–173.

    Google Scholar 

  • Kashdan, T. B., & Yuen, M. (2007). Whether highly curious students thrive academically depends on the learning environment of their school: A study of Hong Kong adolescents. Motivation and Emotion,31(4), 260–270.

    Google Scholar 

  • Kelly, W. E., & Daughtry, D. (2016). The case of curiosity and the night sky: Relationship between noctcaelador and three forms of curiosity. Education,137(2), 204–208.

    Google Scholar 

  • Kilgo, C., Ezell Sheets, J., & Pascarella, E. (2015). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education,69(4), 509–525.

    Google Scholar 

  • Knobloch, U., Robertson, K., & Aitken, R. (2017). Experience, emotion, and eudaimonia: A consideration of tourist experiences and well-being. Journal of Travel Research,56(5), 651–662.

    Google Scholar 

  • Koljatic, M., & Kuh, G. D. (2001). A longitudinal assessment of college student engagement in good practices in undergraduate education. Higher Education,42(3), 351–371.

    Google Scholar 

  • Kryza-Lacombe, M., Tanzini, E., & O’Neill, S. (2018). Hedonic and eudaimonic motives: Associations with academic achievement and negative emotional states among urban college students. Journal of Happiness Studies,20, 1323–1341. https://doi.org/10.1007/s10902-018-9994-y.

    Article  Google Scholar 

  • Kuh, G. D. (2009). What student affairs professionals need to know about student engagement? Journal of College Student Development,50(6), 683–706.

    Google Scholar 

  • Kuh, G., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. (2008). Unmasking the effects of student engagement on first year college grades and persistence. Journal of Higher Education,79(5), 540–563.

    Google Scholar 

  • Lauriola, M., Litman, J. A., Mussel, P., De Santis, R., Crowson, H. M., & Hoffman, R. R. (2015). Epistemic curiosity and self-regulation. Personality and Individual Differences,83, 202–207.

    Google Scholar 

  • Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in K–12 academic performance: An integrative perspective on student learning. Educational Psychologist,45(3), 185–202.

    Google Scholar 

  • Lejeune, C., Mercuri, D., Beausaert, S., & Raemdonck, I. (2016). Personal development plans supporting employee learning and perceived performance: The moderating role of self-directedness. Human Resource Development International,19(4), 307–328.

    Google Scholar 

  • Leonard, N. H., & Harvey, M. (2007). The trait of curiosity as a predictor of emotional intelligence. Journal of Applied Social Psychology,37(8), 1914–1929.

    Google Scholar 

  • Lewis, A. D., Huebner, E. S., Malone, P. S., & Valois, R. F. (2011). Life satisfaction and student engagement in adolescents. Journal of Youth and Adolescence,40(3), 249–262.

    Google Scholar 

  • Litman, J. A. (2010). Relationships between measures of I- and D-type curiosity, ambiguity tolerance, and need for closure: An initial test of the wanting-liking model of information seeking. Personality and Individual Differences,48(4), 397–402.

    Google Scholar 

  • Litman, J. A., & Jimerson, T. L. (2004). The measurement of curiosity as a feeling of deprivation. Journal of Personality Assessment,82(2), 147–157.

    Google Scholar 

  • Litman, J. A., & Pezzo, M. V. (2007). Dimensionality of interpersonal curiosity. Personality and Individual Differences,43(6), 1448–1459.

    Google Scholar 

  • Litman, J. A., & Silvia, P. J. (2006). The latent structure of trait curiosity: Evidence for interest and deprivation curiosity dimensions. Journal of Personality Assessment,86(3), 318–328.

    Google Scholar 

  • Litman, J. A., & Spielberger, C. D. (2003). Measuring epistemic curiosity and its diversive and specific components. Journal of Personality Assessment,80(1), 75–86.

    Google Scholar 

  • Lohman, M. C. (2009). A survey of factors influencing the engagement of information technology professionals in informal learning activities. Information Technology, Learning and Performance Journal,25(1), 43–53.

    Google Scholar 

  • Louis, M. C., & Hulme, E. (2012). Thriving in the senior-year transition. In L. A. Schreiner, M. C. Louis, & D. D. Nelson (Eds.), Thriving in transitions: A research-based approach to college student success (pp. 167–190). Columbia, SC: University of South Carolina Press.

    Google Scholar 

  • Mackenzie, C. S., Karaoylas, E. C., & Starzyk, K. B. (2018). Lifespan differences in a self determination theory model of eudaimonia: A cross-sectional survey of younger, middle-aged, and older adults. Journal of Happiness Studies,19(8), 2465–2487.

    Google Scholar 

  • Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal,37(1), 153–184.

    Google Scholar 

  • Marques, J. (2016). Shaping morally responsible leaders: Infusing civic engagement into business ethics courses. Journal of Business Ethics,135(2), 279–291.

    Google Scholar 

  • Mather, P. C. (2010). Positive psychology and student affairs practice: A framework of possibility. Journal of Student Affairs Research and Practice,47(2), 157–173.

    Google Scholar 

  • Medhurst, A. R., & Albrecht, S. L. (2016). Salesperson work engagement and flow. Qualitative Research in Organizations and Management,11(1), 22–45.

    Google Scholar 

  • Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology,106(1), 121–131.

    Google Scholar 

  • Merino-Tejedor, E., Hontangas, P. M., & Boada-Grau, J. (2016). Career adaptability and its relation to self-regulation, career construction, and academic engagement among Spanish university students. Journal of Vocational Behavior,93, 92–102.

    Google Scholar 

  • Michalos, A. (2017). Connecting the quality of life theory to health, well-being and education: The selected work of Alex C. Michalos. In A. Michalos (Ed.), Education, happiness and well-being (pp. 277–299). Berlin: Springer.

    Google Scholar 

  • Noftle, E., & Robins, R. (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology,93(1), 116–130.

    Google Scholar 

  • Opdal, P. M. (2001). Curiosity, wonder and education seen as perspective development. Studies in Philosophy and Education,20(4), 331–344.

    Google Scholar 

  • Ouweneel, E., Le Blanc, P. M., Schaufeli, W. B., & van Wijhe, C. I. (2012). Good morning, good day: A diary study on positive emotions, hope, and work engagement. Human Relations,65(9), 1129–1154.

    Google Scholar 

  • Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research,66(4), 543–578.

    Google Scholar 

  • Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Pathak, V., & Pathak, K. (2010). Reconfiguring the higher education value chain. Management in Education,24(4), 166–177.

    Google Scholar 

  • Paulus, T. M., Horvitz, B., & Shi, M. (2006). Isn’t it just like our situation? Engagement and learning in an online story-based environment. Educational Technology Research and Development,54(4), 355–385.

    Google Scholar 

  • Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin,135(2), 322–338.

    Google Scholar 

  • Randolph, K. A., Fraser, M. W., & Orthner, D. K. (2004). Educational resilience among youth at risk. Substance Use and Misuse,39(5), 747–767.

    Google Scholar 

  • Ransome, P. (2011). Qualitative pedagogy versus instrumentalism: The antinomies of higher education learning and teaching in the United Kingdom. Higher Education Quarterly,65(2), 206–223.

    Google Scholar 

  • Reeve, J. (2006). Extrinsic rewards and inner motivation. In C. Everston, C. M. Weinstein, & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 645–664). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Renninger, K. A., Hidi, S., & Krapp, A. (1992). The role of interest in learning and development. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–20). New York, NY: Springer.

    Google Scholar 

  • Richards, D. G. (2013). Eudaimonia, economics and the environment: What do the Hellenistic thinkers have to teach economists about ‘the good life’? Ethics and the Environment,18(2), 33–53.

    Google Scholar 

  • Richards, J. B., Litman, J., & Roberts, D. H. (2013). Performance characteristics of measurement instruments of epistemic curiosity in third-year medical students. Medical Science Educator,23(3), 355–363.

    Google Scholar 

  • Riffe, D., Lacy, S., & Fico, F. G. (2005). Analyzing media messages: Using quantitative content analysis in research (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Association Inc.

    Google Scholar 

  • Rotgans, J. I., & Schmidt, H. G. (2014). Situational interest and learning: Thirst for knowledge. Learning and Instruction,32, 37–50.

    Google Scholar 

  • Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist,55(1), 68–78.

    Google Scholar 

  • Ryan, R. M., Huta, V., & Deci, E. L. (2008). Living well: A self-determination theory perspective on eudaimonia. Journal of Happiness Studies,9(1), 139–170.

    Google Scholar 

  • Ryff, C. D., & Singer, B. H. (2008). Know thyself and become what you are: A eudaimonic approach to psychological well-being. Journal of Happiness Studies,9(1), 13–39.

    Google Scholar 

  • Sage, L., & Kavussanu, M. (2010). Moral identity and social goals predict eudaimonia in football. Psychology of Sport and Exercise,11(6), 461–466.

    Google Scholar 

  • Salanova, M., Schaufeli, W., Martinez, I., & Breso, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety Stress and Coping,23(1), 53–70.

    Google Scholar 

  • Schaufeli, W. B. (2014). What is engagement? In C. Truss, K. Alfes, A. Shantz, & E. Soane (Eds.), Employee engagement in theory and practice edited (pp. 15–35). Oxon: Routledge.

    Google Scholar 

  • Schaufeli, W. B., Salanova, M., González-romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies,3(1), 71–92.

    Google Scholar 

  • Schlecty, P. (1994). Increasing student engagement. Kansas City, MO: Missouri Leadership Academy.

    Google Scholar 

  • Schueller, S. M. (2013). Understanding our best: Eudaimonia’s growing influence in psychology. Quality of Life Research,22(10), 2661–2662.

    Google Scholar 

  • Sekerka, L. E., Godwin, L. N., & Charnigo, R. (2013). Motivating managers to develop their moral curiosity. Journal of Management Development,33(7), 709–722.

    Google Scholar 

  • Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child and Adolescent Psychology,35(2), 170–179.

    Google Scholar 

  • Silva, M. C. (2012). The scholarship of teaching as science and art. Journal of Nursing Education,51(11), 599–601.

    Google Scholar 

  • Silvia, P. J. (2006). Exploring the psychology of interest. New York, NY: Oxford University Press.

    Google Scholar 

  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology,85(4), 571–581.

    Google Scholar 

  • Solomonides, I., Reid, A., & Petrocz, P. (2012). Engaging with learning in higher education. London: Libri.

    Google Scholar 

  • Soutter, A., Gilmore, A., & O’Steen, B. (2011). How do high school youths’ educational experiences relate to well-being? Towards a trans-disciplinary conceptualization. Journal of Happiness Studies,12(4), 591–631.

    Google Scholar 

  • Urquijo, I., & Extremera, N. (2017). Academic satisfaction at university: The relationship between emotional intelligence and academic engagement. Electronic Journal of Research in Educational Psychology,15(3), 553–573.

    Google Scholar 

  • U.S. Department of Education. (2006). A test of leadership: Crafting the future of U.S. higher education. In: A report of the commission appointed by secretary of education margaret spellings, pre-publication copy.

  • Vasalampi, K., Salmela-Aro, K., & Nurmi, J. E. (2009). Adolescents’ self-concordance, school engagement, and burnout predict their educational trajectories. European Psychologist,14(4), 332–341.

    Google Scholar 

  • Waterman, A. S., Schwartz, S. J., & Conti, R. (2008). The implications of two conceptions of happiness (hedonic enjoyment and eudaimonia) for the understanding of intrinsic motivation. Journal of Happiness Studies,9(1), 41–79.

    Google Scholar 

  • Yang, Y. (2008). Social inequalities in happiness in the United States, 1972–2004: An age-period-cohort analysis. American Sociological Review,73(2), 204–226.

    Google Scholar 

  • Zullig, K. J., Huebner, E. S., & Pun, S. E. (2009). Demographic correlates of domain-based life satisfaction reports of college students. Journal of Happiness Studies,10(2), 229–238.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Argyros School of Business and Economics, Chapman University, 1 University Dr., Orange, CA, 92866, USA

    Veselina P. Vracheva

  2. School of Business and Entrepreneurship, North Central College, 30 N Brainard St., Naperville, IL, 60540, USA

    Robert Moussetis

  3. College of Business, Abu Dhabi University, Al Ain Rd., Abu Dhabi, UAE

    Ali Abu-Rahma

Author notes

  1. Ali Abu-Rahma: Deceased 8 November 2018.

    • Ali Abu-Rahma
Authors
  1. Veselina P. Vracheva
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Robert Moussetis
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ali Abu-Rahma
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Veselina P. Vracheva.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix: Student Development Scale

Appendix: Student Development Scale

Student Success Scale was adapted from the Council for the Advancement of Standards in Higher Education (2015) CAS professional standards for higher education (9th ed.), which designates the following broad domains for student learning outcomes: (1) cognitive complexity (CC), (2) knowledge acquisition, construction, integration and application (KAA), (3) humanitarianism and civic engagement (H) (4) intrapersonal and interpersonal development (IIC), and (5) practical competence (PC). Participants are asked the following:

Please indicate your level of agreement with the next 20 statements. Provide your answer on a scale of 1–5, with 1 being “strongly disagree and 5 “strongly agree”.

My education…

  1. 1.

    Helps me enhance my critical thinking abilities (CC1)

  2. 2.

    Helps me improve my quantitative reasoning (CC2)

  3. 3.

    Increases my openness to new ideas and different points of view (CC3)

  4. 4.

    Helps me understand knowledge from a range of disciplines (KAA1)

  5. 5.

    Enhances my ability to relate knowledge to daily life (KAA2)

  6. 6.

    Helps me understand human differences (H1)

  7. 7.

    Helps me appreciate human differences (H2)

  8. 8.

    Increases my sensitivity to the needs of others (H3)

  9. 9.

    Helps me improve my self-esteem (IIC1)

  10. 10.

    Helps me improve my self-esteem (IIC2)

  11. 11.

    Helps me increase my confidence (IIC3)

  12. 12.

    Helps me increase my integrity (IIC4)

  13. 13.

    Helps me develop an appreciation for the natural world (IIC5)

  14. 14.

    Helps me increase my sense of civic responsibility (IIC6)

  15. 15.

    Helps me improve my ability to work with people different from myself (IIC7)

  16. 16.

    Helps me improve my time-management skills (PC1)

  17. 17.

    Helps me improve my decision-making (PC2)

  18. 18.

    Will help me to be economically self-sufficient (PC3)

  19. 19.

    Improves my competencies in the area of my professional interest (PC4)

  20. 20.

    Improves my competencies in the area of my major (PC5)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Vracheva, V.P., Moussetis, R. & Abu-Rahma, A. The Mediational Role of Engagement in the Relationship Between Curiosity and Student Development: A Preliminary Study. J Happiness Stud 21, 1529–1547 (2020). https://doi.org/10.1007/s10902-019-00140-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10902-019-00140-8

Keywords

Search

Navigation