Student-Driven Instruction, Agency, and Curiosity: Mediation Evidence from 46,084 Subjects Across Multiple Sites

Curiosity is viewed as an essential element playing a key role in the learning process, driving learners to proactively identify and bridge knowledge gaps. However, the interaction between instructional strategies and psychological factors in nurturing curiosity is not well-understood. This study sought to explore connections between student-driven instruction and curiosity, with particular focus on the role of agency. This research employed structural equation modeling (SEM) using the Survey of Social and Emotional Skills (SSES), encompassing 46,084 student records. Results show that student-driven instruction is a positive predictor of both agency (β = 0.094, p < 0.001) and curiosity (β = 0.043, p < 0.001). Additionally, a strong positive correlation was observed between agency and curiosity (β = 0.78, p < 0.001). The mediation analysis identified student agency as a significant mediator, influencing the relationship between student-driven instruction and curiosity (β = 0.073, p < 0.001). Findings uncover valuable insights into instructional practices that prioritize student agency, contributing to the understanding of inter-and intra-personal factors influencing curiosity development.