Exploring the Boundaries of Curiosity and Interest

• In Event: 66.051 - Curiosity and Interest: Clarifying the Relationship

Abstract

Curiosity is often regarded as a positive motivation for learning, and a quality to be cultivated within educational settings (Berlyne, 1954; Bowler, 2010; Dewey, 1910). Yet, the theoretical conceptualization of curiosity as a unique motivational variable has remained under-examined (Grossnickle, 2016). In particular, curiosity has been frequently confounded with interest (Jirout & Klahr, 2012), thereby limiting the potential to capitalize on curiosity and interest as distinct motivational states and traits that can impact educational success. Therefore, in this presentation, we draw on a review of the literature on curiosity in relation to interest to identify defining features of curiosity that might serve to distinguish it from interest, while allowing for certain overlaps. To do so, we examine multidimensional frameworks of curiosity (Loewenstein, 1994; Reio, Petrosko, Wiswell, & Thongsukmag, 2006) and juxtapose them against models of interest such as the Model of Domain Learning and the four-phase model of interest development (Alexander, 2003; Hidi & Renninger, 2006).

We will explain that curiosity within educational contexts is typically conceptualized as a desire for knowledge or information in response to experiencing or seeking out collative variables (e.g., novelty, surprise), which is accompanied by positive emotions, increased arousal, or exploratory behavior (Grossnickle, 2016; Marvin & Shohamy, 2016; Noordewier & van Dijk, 2015). Building from this definition, three characteristics of curiosity within educational settings provide a means for understanding how it differs from and overlaps with interest: (a) the role of knowledge, (b) goals and outcomes, and (c) stability and malleability. In terms of the role of knowledge, curiosity is typically supported by a moderate amount of knowledge, whereas for interest, knowledge is typically regarded as intertwined in the development of interest, with greater knowledge supporting (and being supported by) the development of interest. In terms of goals, curiosity is directed to resolve knowledge gaps, whereas interest is directed toward gaining knowledge and seeking enjoyment. Further, the path to more enduring forms of curiosity and interest (i.e., trait curiosity and individual interest) diverge, reflecting differences such as the role of biological predispositions. Further, this review uncovers measurement challenges. For instance, the examination of measures of curiosity and interest reveal that these terms are frequently used to measure the other construct. Moreover, within educational contexts, curiosity is typically examined as a trait, with self-report measures most common.

We will then describe needed research to address: (a) the degree to which curiosity and interest serve as independent predictors of educational outcomes; and, (b) how curiosity and interest can be best supported in educational contexts. In this vein, this review explicates defining features of curiosity, which can be used as a basis for delineating it from interest in such investigations. Such data should provide educators with a framework that will allow them to better identify curiosity as a multidimensional construct within their classroom, and therefore provide increased supports for its manifestation.

Authors

• Emily Grossnickle Peterson

• Patricia A. Alexander, University of Maryland - College Park