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18 - The Role of Curiosity and Interest in Learning and Motivation

from Part IV - Curiosity and Boredom

Published online by Cambridge University Press:  15 February 2019

K. Ann Renninger  and
Suzanne E. Hidi
By
Da-Jung Diane Shin ,
Hyun Ji Lee ,
Glona Lee  and
Sung-il Kim
K. Ann Renninger
Affiliation:
Swarthmore College, Pennsylvania
Suzanne E. Hidi
Affiliation:
University of Toronto
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Summary

Curiosity and situational interest are powerful driving forces in learning and motivation that lead students to learn more effectively. In this chapter, we elucidate curiosity and situational interest by focusing on (1) conceptual definitions and characteristics, (2) antecedents, (3) cognitive and behavioral outcomes, and (4) strategies to foster them in school. Curiosity is a short-lasting, aversive state that desires an acquisition of specific information. Its properties contrast with those of situational interest, which is an overall positive affect and a general preference for a topic. Whereas curiosity and situational interest are stimulated by similar contextual features (such as collative variables), triggering curiosity requires one to perceive an information gap between what one knows and what one wants to know. Despite these differences, ample evidence displays that both curiosity and situational interest positively impact students’ learning, motivation, creativity, and well-being once triggered. Thus, in closing, integrative and specific pedagogical guidelines to enhance students’ curiosity and situational interest in education practice are suggested.

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Information
The Cambridge Handbook of Motivation and Learning , pp. 443 - 464
Publisher: Cambridge University Press
Print publication year: 2019

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