caa a22 4500 463248589 CHVBK 20180405153333.0 cr unu---uuuuu 170326e20071201xx s 000 0 eng 10.1007/s11031-007-9074-9 doi (NATIONALLICENCE)springer-10.1007/s11031-007-9074-9 Whether highly curious students thrive academically depends on perceptions about the school learning environment: A study of Hong Kong adolescents [Elektronische Daten] [Todd Kashdan, Mantak Yuen] The present study tested whether the perceived academic values of a school moderate whether highly curious students thrive academically. We investigated the interactive effects of curiosity and school quality on academic success for 484 Hong Kong high school students. Chinese versions of the Curiosity and Exploration Inventory, Subjective Happiness Scale, and Rosenberg Self-Esteem scales were administered and shown to have acceptable measurement properties. We obtained Hong Kong Certificate of Education Examination (HKCEE) scores (national achievement tests) from participating schools. Results yielded Trait Curiosity×Perceived School Quality interactions in predicting HKCEE scores and school grades. Adolescents with greater trait curiosity in more challenging schools had the greatest academic success; adolescents with greater trait curiosity in less challenging schools had the least academic success. Findings were not attributable to subjective happiness or self-esteem and alternative models involving these positive attributes were not supported. Results suggest that the benefits of curiosity are activated by student beliefs that the school environment supports their values about growth and learning; these benefits can be disabled by perceived person-environment mismatches. Springer Science+Business Media, LLC, 2007 Curiosity nationallicence Education nationallicence Performance nationallicence Culture nationallicence Well-being nationallicence Self-esteem nationallicence Kashdan Todd Department of Psychology, George Mason University, MS 3F5, 22030, Fairfax, VA, USA aut Yuen Mantak University of Hong Kong, Hong Kong, China aut Motivation and Emotion Springer US; http://www.springer-ny.com 31/4(2007-12-01), 260-270 0146-7239 31:4<260 2007 31 11031 https://doi.org/10.1007/s11031-007-9074-9 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11031-007-9074-9 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Kashdan Todd Department of Psychology, George Mason University, MS 3F5, 22030, Fairfax, VA, USA aut NATIONALLICENCE 700 1- Yuen Mantak University of Hong Kong, Hong Kong, China aut NATIONALLICENCE 773 0- Motivation and Emotion Springer US; http://www.springer-ny.com 31/4(2007-12-01), 260-270 0146-7239 31:4<260 2007 31 11031 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer