| General note |
Contents<br/>Chapters<br/>Acknowledgements<br/>1. The Problem<br/>Introduction, 1<br/>Statement of the Problem, 4<br/>Operational Definitions of the Terms, 4<br/>Rationale of the Study, 6<br/>Objectives of the Study, 6<br/>Assumptions, 7<br/>Hypotheses, 8<br/>Delimitations, 9<br/>2. Conceptual Framework<br/>The Nature of Curiosity, 11<br/>Theories of Curiosity, 14<br/>Defining Curiosity, 16<br/>Growth and Development of Curiosity, 18<br/>The Stimulation or Depression of Curiosity, 19<br/>3. Review of Related Researches<br/>Empirical Investigations into Curiosity with Subhuman Species, 22<br/>Investigation into Curiosity with Human Beings, 25<br/>• Studies based on the Analysis of Children's Questions, 25<br/>Attempts to Probe into the Aspects of Human Curiosity using Different Approaches and Techniques other than Asking Question, 28<br/>• Study of Human Curiosity in Relation to Different Variables, 34<br/>Demographic Variables, 34<br/>Cognitive Variables, 37<br/>Personality Variables, 41<br/>Miscellaneous Variables, 43<br/>An Evaluation of the Studies, 44<br/>4. Methodology<br/>The Method, 46<br/>Variables Involved, 47<br/>The Sample, 48<br/>Tools, 50<br/>Data Collection and Scoring, 56<br/>Statistical Techniques Employed, 57<br/>5. Analysis and Interpretation of the Data<br/>Study of the Different Distributions, 60<br/>• Distribution of Curiosity Scores, 60<br/>• Distribution of Intelligence Scores, 61<br/>• Distribution of Scholastic Achievement Scores, 63<br/>• Overall Description of the Various Distributions, 64<br/>Interrelationship Among the Variables of the Study, 64<br/>• Relationship between Curiosity and Intelligence, 64<br/>• Relationship between Curiosity and Scholastic Achievement, 65<br/>• Relationship between Curiosity and Scholastic Achievement Partialling out the Effect of Intelligence, 66<br/>• Relationship between Intelligence and Scholastic Achievement, 66<br/>Sex-Differences with regard to Curiosity, 67<br/>Rural-Urban Differences with regard to Curiosity, 68<br/>Comparative Study of the High and Low Curiosity<br/>Groups, 68<br/>• Comparison of the High and Low Curiosity Groups in respect of Intelligence, 69<br/>• Comparison of the High and Low Curiosity Groups in respect of Scholastic Achievement, 70<br/>(xi)<br/>Comparison of Different Groups based on Sex of the<br/>High and Low Curiosity Pupils in respect of their<br/>Scholastic Achievement, 71<br/>Scholastic Achievement of High and Low Curiosity Boys, 71<br/>Scholastic Achievement of High and Low Curiosity Girls, 71<br/>• Scholastic Achievement of High Curiosity Boys and Girls, 72<br/>• Scholastic Achievement of Low Curiosity Boys and Girls, 73<br/>Comparison of Different Groups based on Rural-<br/>Urban Background of the High and Low Curiosity<br/>Pupils in Respect of Their Scholastic Achievement, 73 Scholastic Achievement of High and Low Curiosity Rural Pupils, 74<br/>• Scholastic Achievement of High and Low Curiosity Urban Pupils, 74<br/>• Scholastic Achievement of High Curiosity Rural and Urban Pupils, 75<br/>• Scholastic Achievement of Low Curiosity Rural and Urban Pupils, 76<br/>Prediction of Scholastic Achievement by Combining Curiosity and Intelligence, 76<br/>6. Conclusions, Implications and Suggestions<br/>79-<br/>Findings, 79<br/>Conclusions, 83<br/>Limitations, 90<br/>Educational Implications, 91<br/>Suggestions for Further Research, 93<br/>Bibliography<br/>Indices<br/>Author Index, 114<br/>Subject Index, 117<br/> |
