ИСТИНА

Curiosity is a tendency to take an interest in all of ongoing experience, to explore and to discover, to seek out novel and challenging activities. Previous work of positive psychologists shows that people scoring higher on curiosity report greater well-being (Park, Peterson, Seligman, 2004; Kashdan, Steger, 2007). However it is rather neglected process in studies of school well-being. The aim of the study was to examine the relations between curiosity, intrinsic motivation, mastery goals and well-being and life satisfaction in children studying at three different types of schools: unselective, neighborhood- comprehensive schools, gymnasia and newly emerging developmental (innovative) education schools based on psychological principles of learning. 289 schoolchildren (Grade 7) participated in the study. Participants completed measures of curiosity as well as Academic Self-Regulation Questionnaire (Ryan, Connell, 1989), a modified version of the Achievement Goals Questionnaire (Elliot, McGregor, 2001, Witkow, Fuligni, 2007), Academic Self-efficacy questionnaire (Pajeres, 1996), Multidimensional Students' Life Satisfaction Scale (Huebner, 2001), Incomplete sentences test. Data collection has been completed. Data analysis will be conducted using multiple regression to examine predictors of well-being and academic achievement in three types of school settings. Results of this study could help to describe more effective educational practices that promote children's well-being, intrinsic motivation and achievement.