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Nurturing children's openness: evidence from a randomized science tutorial
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DOI：10.1080/13504851.2026.2654785.png)
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Abstract
En 中文
Traditional test-based curricula often prioritize cognitive skill development while neglecting children's non-cognitive growth. We conduct a randomized trial among low-SES primary students using an interactive, student-centred, small-class science tutorial that emphasizes hands-on practice. The tutorial significantly increases students' openness, and the effect becomes even stronger one year later. These findings provide important evidence on how to enhance openness, despite this trait being widely regarded as highly stable and among the least malleable personality dimensions. College volunteers leading the sessions also gain social and problem-solving skills, showing that low-cost, volunteer-led programmes can foster mutual development among disadvantaged children and service providers.
Keywords:
Openness
science education
randomized trial
non-cognitive skill
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