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 longitudinal pretest–posttest control group design. A Structural Equation Modeling approach was first used to examine the relationships among pupils’ attitude, belief, and motivation scores. In line with attitude and motivation theory, pupils’ attitudes towards epistemic curiosity and their implicit ability beliefs positively related to their effort beliefs and goal orientation motivations. In addition, the intervention affected positive changes in pupils’ attitude, belief and motivation scores over time. Findings may inform the further development of school development projects aimed at stimulating pupils’ inquiry in primary education, namely by fostering pupils’ attitudes towards epistemic curiosity and their implicit ability beliefs.

本研究描述了一项为期两年的以学校为重点的学校改进干预措施对学生对认知好奇心的态度，他们对能力的可塑性，工作信念和目标定向动机的隐含信念的影响。六支荷兰小学小组参加了这项研究。从四年级，五年级和六年级的学生那里收集定量数据，并根据纵向前测-后测对照组的设计进行检查。首先使用结构方程建模方法来检查学生的态度，信念和动机得分之间的关​​系。根据态度和动机理论，学生对认知好奇心的态度和他们的内隐能力信念与他们的努力信念和目标取向动机呈正相关。此外，随着时间的推移，干预影响了学生的态度，信念和动机得分的积极变化。这些发现可以为学校发展项目的进一步发展提供信息，这些项目旨在激发学生对初等教育的探究，即通过培养他们对认知好奇心的态度和他们内在的能力信念。