Effects of an inquiry-focused school improvement program on the development of pupils’ attitudes towards curiosity, their implicit ability and effort beliefs, and goal orientations

The present study describes the effects of a 2-year inquiry-focused school improvement intervention on pupils’ attitudes towards epistemic curiosity, their implicit beliefs about the malleability of their ability, their effort beliefs, and their goal orientation motivations were investigated. Six Dutch primary school teams participated in the study. Quantitative data were collected from the 4th, 5th and 6th grade pupils and examined based on a...