Marble statue in the desert: how teachers’ curiosity differentially inspire students’ intentional self-regulation
Description
This Excel file contains the de-identified data underpinning the article “Marble statue in the desert: how teachers’ curiosity differentially inspire students’ intentional self-regulation”. The research tested the hypothesis that teachers’ interest-type epistemic curiosity (I-type) is linked to more autonomy-supportive teaching, which promotes students’ promotion focus and growth-oriented intentional self-regulation, whereas deprivation-type curiosity (D-type) is linked to more structure-providing teaching, which relates to students’ prevention focus and protective strategies. We also expected an autonomy-supportive leadership climate to strengthen these pathways. The first sheet (research1) includes Study 1 survey data from in-service teachers. Each row represents one teacher and includes demographic variables (e.g., gender, age, work context) and scale scores for I-type curiosity (IC), D-type curiosity (DC), autonomy support (TAS), structure (TS) and perceived leadership autonomy-supportive climate (LAS). All psychological variables are mean scores of multi-item measures rated on 6-point Likert scales (1 = strongly disagree, 6 = strongly agree). The second sheet (research2) includes Study 2 data from students nested within teachers. Each row represents one student, with teacher-level variables (teacher ID, curiosity, leadership climate, autonomy support, structure) repeated for that teacher, and student-level variables including gender, age, perceived autonomy support (SAS), structure (SS), promotion and prevention regulatory focus (PRO, PRE), and intentional self-regulation strategies (elective selection, loss-based selection, optimization, compensation, plus a composite ISR score). Higher scores indicate stronger endorsement of each construct. Analyses reported in the article show that higher teacher I-type curiosity is associated with more autonomy support and, in turn, with students’ promotion focus and growth-oriented self-regulation, whereas higher D-type curiosity is associated with more structure and with students’ prevention focus and protective strategies. Users can reproduce these findings or test alternative models. When analysing research2, student rows are clustered within teachers (T_ID), so multilevel or clustered methods are recommended.
Files
Institutions
- Wuhan University