Are Curiosity and Situational Interest Different? Exploring Distinct Antecedents and Consequences

Autor/inn/en	Shin, Dajung Diane; Park, Yoonah; Lee, Minhye; Kim, Sung-il; Bong, Mimi
Titel	Are Curiosity and Situational Interest Different? Exploring Distinct Antecedents and Consequences
Quelle	In: British Journal of Educational Psychology, 93 (2023) 4, S.1207-1223 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Dajung Diane) ORCID (Lee, Minhye) ORCID (Kim, Sung-il) ORCID (Bong, Mimi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12627
Schlagwörter	Student Interests; Occupational Aspiration; Grade 6; Elementary School Students; Science Interests; Science Education; Student Attitudes; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Studieninteresse; Berufsneigung; Berufsziel; School year 06; 6. Schuljahr; Schuljahr 06; Naturwissenschaftliche Bildung; Schülerverhalten; Ausland; Korea; Republik
Abstract	Background: A controversy over the distinction between curiosity and situational interest has recently resurfaced. Nonetheless, empirical research comparing the two is noticeably lacking. Aims: We attempted to fill this gap and provide much-needed evidence of the distinction between curiosity and situational interest by examining the antecedents and consequences of the two constructs. Methods: We assessed enjoyment, novelty, uncertainty and surprise as potential antecedents and information seeking, individual interest, career intention and achievement as potential outcomes of curiosity and situational interest among 219 Korean sixth graders in the domain of science. Results: Of the hypothesized antecedents, enjoyment during science class related most strongly to students' situational interest in science, whereas novelty in science class related most strongly to students' science curiosity. Uncertainty and surprise in science class related to only science curiosity and not situational interest in science. Among the outcomes considered, situational interest in science related to only students' individual interest in science. In comparison, science curiosity related significantly to all science outcomes measured in this study. Science curiosity also significantly mediated the relationships between the antecedents and outcomes in science. Conclusions: Together, these results support the distinction between curiosity and situational interest and suggest different ways to promote each motivation construct depending on desired outcomes in the science classroom. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01