Book contents
- The Cambridge Handbook of Motivation and Learning
- The Cambridge Handbook of Motivation and Learning
- Copyright page
- Epigraph
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Acknowledgments
- Introduction Motivation and Its Relation to Learning
- Part I The Self and Its Impact
- Part II Rewards, Incentives, and Choice
- Part III Interest and Internal Motivation
- Part IV Curiosity and Boredom
- 16 Curiosity and Learning
- 17 Curiosity
- 18 The Role of Curiosity and Interest in Learning and Motivation
- 19 Boredom
- 20 The Costs and Benefits of Boredom in the Classroom
- Part V Goals and Values
- Part VI Methods, Measures, and Perspective
- Index
- References
17 - Curiosity
Nature, Dimensionality, and Determinants
from Part IV - Curiosity and Boredom
Published online by Cambridge University Press: 15 February 2019
- The Cambridge Handbook of Motivation and Learning
- The Cambridge Handbook of Motivation and Learning
- Copyright page
- Epigraph
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Acknowledgments
- Introduction Motivation and Its Relation to Learning
- Part I The Self and Its Impact
- Part II Rewards, Incentives, and Choice
- Part III Interest and Internal Motivation
- Part IV Curiosity and Boredom
- 16 Curiosity and Learning
- 17 Curiosity
- 18 The Role of Curiosity and Interest in Learning and Motivation
- 19 Boredom
- 20 The Costs and Benefits of Boredom in the Classroom
- Part V Goals and Values
- Part VI Methods, Measures, and Perspective
- Index
- References
Summary
Curiosity has been a popular subject of inquiry by psychological scientists for over a century. Nevertheless, its nature, dimensionality, and determinants all remain surprisingly poorly understood. While there is general agreement on a “broad strokes” understanding of curiosity as a desire for new knowledge, the precise character of that desire and the specific behaviors it may motivate continue to spark considerable disagreement and debate. In this chapter, I discuss both previous and contemporary theory and research on curiosity as a psychological construct. I describe curiosity in terms of two types: D-type and I-type. D-type curiosity is theorized to reflect an uncomfortable “need to know” that becomes increasingly bothersome until satisfied by obtaining the desired specific pieces of missing information. I-type curiosity is theorized to be a more relaxed “take it or leave it” attitude towards the discovery of new information, in which the aim is simply to have fun while learning. Qualitative differences between I-type and D-type curiosity experiences – being motivated either to induce situational interest or reduce situational uncertainty, respectively – are hypothesized to translate into significant quantifiable differences in the extent to which each type of curiosity energizes behavior. Specifically, D-type curiosity is hypothesized to be associated with both more intense levels of state-curiosity and greater persistence in subsequent information-seeking behavior as compared to I-type curiosity. Finally, future directions for research are discussed.
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- Information
- The Cambridge Handbook of Motivation and Learning , pp. 418 - 442Publisher: Cambridge University PressPrint publication year: 2019
References
- 23
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