Pre-service teachers' curiosity and soft skills: A multi-group structural equation modeling approach

Abstract

This study examines the relationships between curiosity and soft skills levels in pre-service teachers (N = 560) studying in six different teacher training programs, using multigroup structural equation modeling via academic achievement (grade point average, GPA). Based on Kashdan et al.'s (2018, 2020) Revised Five-Dimensional Curiosity Scale (5DC-R) framework, curiosity was modeled in two latent dimensions: POSMERAK (Positive Curiosity) and STRESINT (Stress Intolerance). Analyses were conducted using Mplus 8.3 software. The main structural equation model and multigroup invariance tests were performed using a robust maximum likelihood (MLR) estimator with standard errors and a Satorra-Bentler corrected chi-square difference test. Confidence intervals for indirect effects were calculated separately using a maximum likelihood (MLR) estimator and a bootstrap method with 5000 resamples. Measurement invariance was tested in three stages: formal invariance, metric invariance, and scalar invariance. Then, structural invariance was examined by comparing free and constrained models of structural pathways. Invariance was achieved at all stages. The findings revealed a significant difference at two levels. At the first level, structural pathways are equivalent across all six programs, meaning the functioning of the curiosity-soft skills process has a universal pattern. At the second level, latent variable levels are significantly higher in favor of Science and Mathematics teacher candidates. The results suggest that curiosity-based developmental interventions in teacher education can be designed within the same framework across all disciplines, but differences in initial positions can be complemented with discipline-specific support.