Bulletin of the Faculty of Education, Yamaguchi University

Faculty of Education, Yamaguchi University

PISSN : 2433-3670
NCID : AA12810513

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Bulletin of the Faculty of Education, Yamaguchi University Volume 73
published_at 2024-01-31

Effect of intellectual curiosity and regulatory focus on fixation of class contents

学習内容の定着に及ぼす知的好奇心と制御焦点の影響
Okibayashi Yohei
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教育学部_研究論叢-第73巻_024.pdf
About This Article
This study examined the relationship between intellectual curiosity and regulatory focus on the retention of learning content. An intellectual curiosity scale, a facilitative-preventive focus scale and a comprehension test of lessons were administered to 59 undergraduate students. Results of correlation analysis and multiple regression analysis showed that specific curiosity and gain-approach orientation were related to the comprehension test. Second, the interaction effect of specific curiosity on the relationship between comprehension tests and regulatory focus was significant. Simple slope analysis showed that the effect of specific curiosity was not significant in the lower gain-approach orientation group, while the effect of specific curiosity in the higher group was significant.
Creator Keywords
intellectual curiosity
regulatory focus
comprehension test of lessons
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