Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/55038
Title: Teaching quality: relationships between passion, deep strategy to learn, and epistemic curiosity
Authors: Ruiz-Alfonso, Zuleica 
León, Jaime 
UNESCO Clasification: 531204 Educación
Keywords: Mathematics
Harmonious Passion
Teaching Quality
High School
Issue Date: 2019
Publisher: 0924-3453
Journal: School Effectiveness and School Improvement 
Abstract: The purpose of this study was to examine the relationship between teaching quality and students' harmonious passion, deep strategy to learn, and epistemic curiosity in mathematics in 1,003 high school students. Data were analyzed using multilevel structural equation modeling, and results showed support for the hypotheses tested. First, we found that teaching quality - specifically, providing an optimal challenge, focusing on the process, and offering positive feedback - predicted students' harmonious passion. Second, students' harmonious passion predicted, at the individual and class level, students' deep strategy to learn. Third, students' harmonious passion predicted, at the individual and class level, students' epistemic curiosity. Findings were discussed regarding their implications for educational practice and methodological suggestions for future research.
URI: http://hdl.handle.net/10553/55038
ISSN: 0924-3453
DOI: 10.1080/09243453.2018.1562944
Source: School Effectiveness And School Improvement[ISSN 0924-3453],v. 30 (2), p. 212-230
Appears in Collections:Artículos
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