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
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
- 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 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.
- Type
- Chapter
- Information
- The Cambridge Handbook of Motivation and Learning , pp. 443 - 464Publisher: Cambridge University PressPrint publication year: 2019
References
- 13
- Cited by