The Cat Is Alive and Well: Curiosity Motivates Exploration for High-Interest Learners

• In Event: 61.032 - When Rubber Meets the Road: How Interest Shapes Learners' Interactions With Content

Abstract

Purpose and Theoretical Framework
We tested whether learners’ generation of curiosity questions in response to reading material predicted their subsequent decisions to explore related material in a free-choice situation.

This research is based on theory about individual interest (Hidi & Renninger, 2006; Renninger, 2000; 2010). Accordingly, learners with a developing individual interest are better able to be agents in their own learning of domain content and to sustain their own interest, but it is unclear how this is actually done in reaction to domain content. Learners with higher individual interest may be positioned to articulate gaps in their knowledge between what is known and what is desired to be known (Loewenstein, 1994). These knowledge gaps may spur subsequent domain exploration because they perceive their learning as incomplete. This research examined learners’ identification of content about which they were curious and tested whether the presence of curiosity predicted continued engagement and learning.

Method and Sources of Data
Data from two correlational laboratory studies will be presented, from the domains of both astronomy (N = 88) and ecology (N = 85). College student participants arrived at the laboratory and reported their individual interest in the domain and then read prepared material about either astronomy or ecology, depending on the study. After reading, participants identified whether there were any ideas that they were curious about or found especially interesting, and if so, wrote down the ideas (curiosity units). Situational interest and comprehension of the readings were also assessed. At the end of the session, participants were invited to explore optional content related to the domain of study. We assessed the extent to which participants explored the optional material, and tested whether this behavior was related to individual interest and the identification of curiosity units.

Results and Scholarly Significance
In both studies, logistic regression revealed an interaction between individual interest and the number of specific curiosity units, predicting exploratory behavior in ecology, X2 Wald (1) = 5.22, p < .05, Log odds = .75, and astronomy, X2 Wald (1) = 6.00, p < .05, Log odds = .95. The pattern revealed that, for learners with higher individual interest, the number of curiosity units identified during reading positively predicted exploratory behavior. However, curiosity units were not related to exploration for learners with lower individual interest. Finally, additional positive relationships between curiosity units, situational interest, and comprehension were identified and will be discussed.

These data show how learners with high individual interest regulate their continued involvement in domain content. Discussion will focus on the importance of allowing time and support for curiosity to emerge. People with individual interest may need the opportunity to contemplate their questions in order to guide their further activities with the domain. The reason why this pattern did not emerge for those with lower individual interest will also be discussed.

Authors

• Amanda Marie Durik, Northern Illinois University

• Steven McGee, Northwestern University

• Linda Huber, Northern Illinois University

• Jennifer Duck, The Learning Partnership