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Golverdi M, Soleimani Naeini AH, Shaker Ardakani M, Sharifirad MS. What are the antecedents of nosiness among nurses? A qualitative study. J Health Organ Manag 2024; 38:760-777. [PMID: 39008093 DOI: 10.1108/jhom-10-2023-0306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
PURPOSE Nosiness is an annoying behavior at the workplace that can lead to negative consequences. It is characterized by being overly curious about other people's affairs. Specifically, this study aims to identify the factors contributing to nosiness among nurses. DESIGN/METHODOLOGY/APPROACH We conducted an exploratory qualitative interview study involving 38 nurses in Iran. The participants were selected by purposive sampling. FINDINGS We identified nine themes as the antecedents of nosiness among nurses: defamation motive, the need for certainty, the need for power, recreational motive, empathy, social comparison, the allure of the subject for the individual, having an employee-friendly workplace, and work environment and workload. ORIGINALITY/VALUE Understanding the antecedents of nosiness can help healthcare organizations curtail this phenomenon and foster a positive work environment, particularly in nursing where empathy, compassion, and attention to detail make them susceptible to nosiness.
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Affiliation(s)
- Mehdi Golverdi
- Faculty of Management and Accounting, College of Farabi, University of Tehran, Tehran, Iran
| | | | - Mohammad Shaker Ardakani
- Department of Humanities and Social Sciences, Faculty of Public Administration, Ardakan University, Ardakan, Iran
| | - Mohammad Sadegh Sharifirad
- Department of Humanities and Social Sciences, Faculty of Public Administration, Ardakan University, Ardakan, Iran
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Ryan ZJ, Dodd HF, FitzGibbon L. Uncertain world: How children's curiosity and intolerance of uncertainty relate to their behaviour and emotion under uncertainty. Q J Exp Psychol (Hove) 2024:17470218241252651. [PMID: 38679795 DOI: 10.1177/17470218241252651] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/01/2024]
Abstract
Curiosity and intolerance of uncertainty (IU) are both thought to drive information seeking but may have different affective profiles; curiosity is often associated with positive affective responses to uncertainty and improved learning outcomes, whereas IU is associated with negative affective responses and anxiety. Curiosity and IU have not previously been examined together in children but may both play an important role in understanding how children respond to uncertainty. Our research aimed to examine how individual differences in parent-reported curiosity and IU were associated with behavioural and emotional responses to uncertainty. Children aged 8 to 12 (n = 133) completed a game in which they were presented with an array of buttons on the screen that, when clicked, played neutral or aversive sounds. Children pressed buttons (information seeking) and rated their emotions and worry under conditions of high and low uncertainty. Facial expressions were also monitored for affective responses. Analyses revealed that children sought more information under high uncertainty than low uncertainty trials and that more curious children reported feeling happier. Contrary to expectations, IU and curiosity were not related to the number of buttons children pressed, nor to their self-reported emotion or worry. However, exploratory analyses suggest that children who are high in IU may engage in more information seeking that reflects checking or safety-seeking than those who are low in IU. In addition, our findings suggest that there may be age-related change in the effects of IU on worry, with IU more strongly related to worry in uncertain situations for older children than younger children.
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Affiliation(s)
- Zoe J Ryan
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
| | - Helen F Dodd
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK
- Children and Young People's Mental Health Research Collaboration, Exeter Medical School, University of Exeter, Exeter, UK
| | - Lily FitzGibbon
- Division of Psychology, Faculty of Natural Sciences, University of Stirling, Stirling, UK
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Jirout JJ, Evans NS, Hirsh-Pasek K. Curious? The relationship between curiosity and creativity is likely NOT novelty. Behav Brain Sci 2024; 47:e103. [PMID: 38770868 DOI: 10.1017/s0140525x23003357] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/22/2024]
Abstract
The target article tackles an important and complicated issue of the underlying links between curiosity and creativity. Although thought-provoking, the target article overlooks contemporary theories and research on these constructs. Consequently, the proposed model is inconsistent with prior research in the developmental and educational fields and would benefit from better specification and clarity around key constructs and processes.
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Affiliation(s)
- Jamie J Jirout
- School of Education and Human Development, University of Virginia, Charlottesville, VA, ://education.virginia.edu/about/directory/jamie-j-jirouthttps://education.virginia.edu/about/directory/natalie-s-evans
| | - Natalie S Evans
- School of Education and Human Development, University of Virginia, Charlottesville, VA, ://education.virginia.edu/about/directory/jamie-j-jirouthttps://education.virginia.edu/about/directory/natalie-s-evans
| | - Kathy Hirsh-Pasek
- Psychology Department, Temple University, Philadelphia, PA, USA ://kathyhirshpasek.com/
- Global Economy and Development, Center for Universal Education, Brookings Institution, Washington, DC, USA
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Horton CB, Mason MF. Getting curiouser and curiouser about creativity: The search for a nuanced model. Behav Brain Sci 2024; 47:e102. [PMID: 38770869 DOI: 10.1017/s0140525x23003345] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/22/2024]
Abstract
Ivancovsky et al. propose a novelty-seeking model linking curiosity to creativity. This commentary suggests integrating their work with a stage-based creativity model for additional insights. It also encourages readers to address knowledge gaps identified by the authors, including factors that trigger the pursuit of creative solutions. We aim to refine theory and direct future research to clarify the complex curiosity-creativity relationship.
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Affiliation(s)
- C Blaine Horton
- Columbia Business School, Columbia University, New York, NY, USA ://cbh2132.wixsite.com/websitehttps://business.columbia.edu/faculty/people/malia-mason
| | - Malia F Mason
- Columbia Business School, Columbia University, New York, NY, USA ://cbh2132.wixsite.com/websitehttps://business.columbia.edu/faculty/people/malia-mason
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Bluemke M, Engel L, Grüning DJ, Lechner CM. Measuring Intellectual Curiosity across Cultures: Validity and Comparability of a New Scale in Six Languages. J Pers Assess 2024; 106:156-173. [PMID: 37125763 DOI: 10.1080/00223891.2023.2199863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Accepted: 03/12/2023] [Indexed: 05/02/2023]
Abstract
Intellectual curiosity-the tendency to seek out and engage in opportunities for effortful cognitive activity-is a crucial construct in educational research and beyond. Measures of intellectual curiosity vary widely in psychometric quality, and few measures have demonstrated validity and comparability of scores across multiple languages. We analyzed a novel, six-item intellectual curiosity scale (ICS) originally developed for cross-national comparisons in the context of the OECD's Programme for the International Assessment of Adult Competencies (PIAAC). Samples from six countries representing six national languages (U.S. Germany, France, Spain, Poland, and Japan; total N = 5,557) confirmed that the ICS possesses very good psychometric properties. The scale is essentially unidimensional and showed excellent reliability estimates. On top of factorial validity, the scale demonstrated strict measurement invariance across demographic segments (gender, age groups, and educational strata) and at least partial scalar invariance across countries. As per its convergent and divergent associations with a broad range of constructs (e.g., Open-Mindedness and other Big Five traits, Perseverance, Sensation Seeking, Job Orientations, and Vocational Interests), it also showed convincing construct validity. Given its internal and external relationships, we recommend the ICS for assessing intellectual curiosity, especially in cross-cultural research applications, yet we also point out future research areas.
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Affiliation(s)
- Matthias Bluemke
- GESIS - Leibniz Institute for the Social Sciences, Mannheim, Germany
| | - Lukas Engel
- GESIS - Leibniz Institute for the Social Sciences, Mannheim, Germany
- University of Magdeburg, Germany
| | - David J Grüning
- GESIS - Leibniz Institute for the Social Sciences, Mannheim, Germany
- University of Heidelberg, Germany
| | - Clemens M Lechner
- GESIS - Leibniz Institute for the Social Sciences, Mannheim, Germany
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Goecke B, Schroeders U, Zettler I, Schipolowski S, Golle J, Wilhelm O. The Nomological Net of Knowledge, Self-Reported Knowledge, and Overclaiming in Children. J Pers Assess 2023; 105:702-713. [PMID: 36441513 DOI: 10.1080/00223891.2022.2144332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2022] [Accepted: 10/04/2022] [Indexed: 11/29/2022]
Abstract
Research on self-reported knowledge and overclaiming in children is sparse. With the current study, we aim to close this gap by developing an overclaiming questionnaire measuring self-reported knowledge and overclaiming that is tailored to children. Moreover, we examine the nomological net of self-reported knowledge and overclaiming in childhood discussing three perspectives: Overclaiming as (a) a result of deliberate self-enhancement tendencies, (b) a proxy for declarative knowledge, and (c) an indicator of creative engagement. We juxtaposed overclaiming, as indicated by claiming familiarity with non-existent terms, and self-reported knowledge with fluid and crystallized intelligence, creativity, and personality traits in a sample of 897 children attending third grade. The results of several latent variable analyses were similar to findings known from adult samples: We found no strong evidence for any of the competing perspectives on overclaiming. Just like in adults, individual differences in self-reported knowledge were strongly inflated by overclaiming, and only weakly related to declarative knowledge.
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Sekiguchi T. Curiosity makes your mind wander: Effects of epistemic curiosity and trait anxiety on mind wandering. PERSONALITY AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.paid.2022.112069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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Iwasaki S, Moriguchi Y, Sekiyama K. Parental responsiveness and children's trait epistemic curiosity. Front Psychol 2023; 13:1075489. [PMID: 36778159 PMCID: PMC9910790 DOI: 10.3389/fpsyg.2022.1075489] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 12/31/2022] [Indexed: 01/27/2023] Open
Abstract
Curiosity, the desire to learn new information, has a powerful effect on children's learning. Parental interactions facilitate curiosity-driven behaviors in young children, such as self-exploration and question-asking, at a certain time. Furthermore, parenting quality predicts better academic outcomes. However, it is still unknown whether persistent parenting quality is related to children's trait epistemic curiosity (EC). The current study examined whether parenting practices, responsiveness, and demandingness are cross-sectionally related to the trait EC of children in different age groups (preschoolers, younger and older school-aged children). We adopted a shortened Japanese version of the parenting style questionnaire and modified the trait EC questionnaire in young children. A sample of 244 caregivers (87.37% mothers) of children (ages 3-12) was recruited through educational institutions in Japan and reported on their parenting practices and trait EC. All data analyses were performed using SPSS version 26. Hierarchical regression analyses were performed to determine the explanatory variables for children's trait EC. Self-reported parental responsiveness significantly explained EC scores. To the best of our knowledge, this is the first study to show a cross-sectional relationship between parental responsiveness and children's trait EC. Future research should clarify whether parental responsiveness in early childhood predicts children's EC later in life.
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Affiliation(s)
- Shoko Iwasaki
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan
| | | | - Kaoru Sekiyama
- Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Kyoto, Japan
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Positive parenting, attachment, epistemic curiosity, and competence motivation of preschool children in Hong Kong: A serial mediation model. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03680-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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10
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Piccardi ES, Gliga T. Understanding sensory regulation in typical and atypical development: The case of sensory seeking. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2022.101037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Measuring Parent Rated Interest and Deprivation type Curiosity in Swedish Young Children - are they meaningfully distinct? Scand J Child Adolesc Psychiatr Psychol 2022; 10:64-71. [PMID: 35836473 PMCID: PMC9238430 DOI: 10.2478/sjcapp-2022-0007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Background Proxy ratings of young children’s curiosity has the potential to be useful for research in Sweden. One such proxy rating is the parent-rating Interest/Deprivation Young Children scale. This scale has previously only been validated in Dutch samples, where it differentiated curiosity dimensions of interest (joyful exploration) and deprivation (reduction of aversive feelings of not knowing). Objective The objective of this study was to investigate internal and construct validity of the Swedish version of the Interest/Deprivation Young Children scale. Method A translation of the Interest/Deprivation Young Children scale was conducted and then administered to 266 parents in Sweden, who rated their children (4-6-years old) on 10 items, with 5 items each for subscales of interest and deprivation dimensions of epistemic curiosity. Responses were analyzed using confirmatory factor analysis. Results Results indicate acceptable internal reliability for deprivation-curiosity items (α = 0.78) and for interest-curiosity items (α = 0.79). For the combined scale score alpha was found good (α = 0.84). However, confirmatory factor analysis failed to differentiate interest and deprivation dimensions of curiosity. Conclusions Item revisions are suggested which could be implemented for further investigations. Also, the possibility of using the I/D-YC total score as a more general measure of child curiosity is argued for. An open question is how other dimensions of curiosity might be more viable for proxy ratings of child curiosity.
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Shah PE, Hirsh-Pasek K, Kashdan TB, Harrison K, Rosenblum K, Weeks HM, Singh P, Kaciroti N. Daily television exposure, parent conversation during shared television viewing and socioeconomic status: Associations with curiosity at kindergarten. PLoS One 2021; 16:e0258572. [PMID: 34710118 PMCID: PMC8553096 DOI: 10.1371/journal.pone.0258572] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Accepted: 09/30/2021] [Indexed: 11/23/2022] Open
Abstract
OBJECTIVE To examine the main and interactive effects of the amount of daily television exposure and frequency of parent conversation during shared television viewing on parent ratings of curiosity at kindergarten, and to test for moderation by socioeconomic status (SES). STUDY DESIGN Sample included 5100 children from the Early Childhood Longitudinal Study, Birth Cohort. Hours of daily television exposure and frequency of parent screen-time conversation were assessed from a parent interview at preschool, and the outcome of early childhood curiosity was derived from a child behavior questionnaire at kindergarten. Multivariate linear regression examined the main and interactive effects of television exposure and parent screen-time conversation on kindergarten curiosity and tested for moderation by SES. RESULTS In adjusted models, greater number of hours of daily television viewing at preschool was associated with lower curiosity at kindergarten (B = -0.14, p = .008). More frequent parent conversation during shared screen-time was associated with higher parent-reported curiosity at kindergarten with evidence of moderation by SES. The magnitude of association between frequency of parent conversation during television viewing and curiosity was greater for children from low SES environments, compared to children from high SES environments: (SES ≤ median): B = 0.29, p < .001; (SES > median): B = 0.11, p < .001. CONCLUSIONS Higher curiosity at kindergarten was associated with greater frequency of parent conversation during shared television viewing, with a greater magnitude of association in low-SES families. While the study could not include measures of television program content, digital media use and non-screen time conversation, our results suggest the importance of parent conversation to promote early childhood curiosity, especially for children with socioeconomic disadvantage.
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Affiliation(s)
- Prachi E. Shah
- Division of Developmental Behavioral Pediatrics, Department of Pediatrics, University of Michigan Medical School, Ann Arbor, MI, United States of America
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, United States of America
| | - Kathy Hirsh-Pasek
- Department of Psychology, Temple University, Philadelphia, PA, United States of America
| | - Todd B. Kashdan
- Department of Psychology and Center for the Advancement of Well-Being, George Mason University, Fairfax, VA, United States of America
| | - Kristen Harrison
- Department of Communication and Media, University of Michigan, Ann Arbor, MI, United States of America
| | - Katherine Rosenblum
- Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, United States of America
| | - Heidi M. Weeks
- Department of Nutritional Sciences, School of Public Health, University of Michigan, Ann Arbor, MI, United States of America
| | - Priya Singh
- Department of Pediatrics, University of Cincinnati Medical School, Cincinnati, OH, United States of America
| | - Niko Kaciroti
- Department of Biostatistics, School of Public Health, University of Michigan, Ann Arbor, MI, United States of America
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Stable individual differences in infants' responses to violations of intuitive physics. Proc Natl Acad Sci U S A 2021; 118:2103805118. [PMID: 34183399 PMCID: PMC8271639 DOI: 10.1073/pnas.2103805118] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Infants look longer at impossible or unlikely events than at possible events. While these responses to expectancy violations have been critical for understanding early cognition, interpreting them is challenging because infants’ responses are highly variable. This variability has been treated as an unavoidable nuisance inherent to infant research. Here we asked whether the variability contains signal in addition to noise: namely, whether some infants show consistently stronger responses to expectancy violations than others. Infants watched two unrelated physical events 6 mo apart; these events culminated in either an impossible or an expected outcome. We found that infants who exhibited the strongest looking response to an impossible event at 11 mo also exhibited the strongest response to an entirely different impossible event at 17 mo. Furthermore, violation-of-expectation responses in infancy predicted children’s explanation-based curiosity at 3 y old. In contrast, there was no longitudinal relation between infants’ responses to events with expected outcomes at 11 and 17 mo, nor any link with later curiosity; hence, infants’ responses do not merely reflect individual differences in attention but are specific to expectancy violations. Some children are better than others at detecting prediction errors—a trait that may be linked to later cognitive abilities.
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Karandikar S, Kapoor H, Litman J. Why so curious? Validation and cross‐cultural investigation of the Hindi Epistemic Curiosity Scale. ASIAN JOURNAL OF SOCIAL PSYCHOLOGY 2021. [DOI: 10.1111/ajsp.12425] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
| | | | - Jordan Litman
- Institute of Human and Machine Cognition University of South Florida Tampa Florida USA
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Effects of an inquiry-focused school improvement program on the development of pupils’ attitudes towards curiosity, their implicit ability and effort beliefs, and goal orientations. MOTIVATION AND EMOTION 2020. [DOI: 10.1007/s11031-020-09851-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Piccardi ES, Johnson MH, Gliga T. Explaining individual differences in infant visual sensory seeking. INFANCY 2020; 25:677-698. [PMID: 32748567 PMCID: PMC7496506 DOI: 10.1111/infa.12356] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Revised: 12/05/2019] [Accepted: 06/15/2020] [Indexed: 12/21/2022]
Abstract
Individual differences in infants’ engagement with their environment manifest early in development and are noticed by parents. Three views have been advanced to explain differences in seeking novel stimulation. The optimal stimulation hypothesis suggests that individuals seek further stimulation when they are under‐responsive to current sensory input. The processing speed hypothesis proposes that those capable of processing information faster are driven to seek stimulation more frequently. The information prioritization hypothesis suggests the differences in stimulation seeking index variation in the prioritization of incoming relative to ongoing information processing. Ten‐month‐old infants saw 10 repetitions of a video clip and changes in frontal theta oscillatory amplitude were measured as an index of information processing speed. Stimulus‐locked P1 peak amplitude in response to checkerboards briefly overlaid on the video at random points during its presentation indexed processing of incoming stimulation. Parental report of higher visual seeking did not relate to reduced P1 peak amplitude or to a stronger decrease in frontal theta amplitude with repetition, thus not supporting either the optimal stimulation or the processing speed hypotheses. Higher visual seeking occurred in those infants whose P1 peak amplitude was greater than expected based on their theta amplitude. These findings indicate that visual sensory seeking in infancy is explained by a bias toward novel stimulation, thus supporting the information prioritization hypothesis.
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Affiliation(s)
- Elena Serena Piccardi
- Centre for Brain and Cognitive Development, Birkbeck University of London, London, UK
| | - Mark H Johnson
- Centre for Brain and Cognitive Development, Birkbeck University of London, London, UK.,Department of Psychology, Cambridge University, Cambridge, UK
| | - Teodora Gliga
- Centre for Brain and Cognitive Development, Birkbeck University of London, London, UK.,Department of Psychology, University of East Anglia, Norwich, UK
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Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins? EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09539-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
AbstractTo what extent are epistemic curiosity and situational interest different indicators for the same underlying psychological mechanism? To answer this question, we conducted two studies. In Study 1, we administered measures of epistemic curiosity and situational interest to 158 students from an all-boys secondary school. The data were analyzed using confirmatory factor analysis to find out whether a one-factor or a two-factor solution provides the best fit to the data. The findings supported a one-factor solution. A two-factor solution was only satisfactorily supported if one accepted that the two latent constructs were correlated .99. Study 2 was an experiment in which we experimentally manipulated the amount of prior knowledge 148 students had about a particular thermodynamic phenomenon. Epistemic curiosity and situational interest were each measured four times: before a text was studied, before and after a problem was presented, and after a second text was read. The treatment group studied a text explaining the problem after the problem was presented, whereas the control group read it before the problem was presented. The control group, in other words, gained prior knowledge about the problem. In the treatment group, both epistemic curiosity and situational interest significantly increased while being confronted with the problem. This was not the case in the control group. In addition, only in the treatment group scores on both measures significantly decreased after the text explaining the problem was studied. These findings support a knowledge gap account of both situational interest and epistemic curiosity, suggesting an identical underlying psychological mechanism.
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Post T, Walma van der Molen JH. Development and validation of a questionnaire to measure primary school children’s images of and attitudes towards curiosity (the CIAC questionnaire). MOTIVATION AND EMOTION 2018. [DOI: 10.1007/s11031-018-9728-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Shoshani A. Young children’s character strengths and emotional well-being: Development of the Character Strengths Inventory for Early Childhood (CSI-EC). THE JOURNAL OF POSITIVE PSYCHOLOGY 2018. [DOI: 10.1080/17439760.2018.1424925] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Affiliation(s)
- Anat Shoshani
- Baruch Ivcher School of Psychology, Interdisciplinary Center (IDC) Herzliya, Herzliya, Israel
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Abstract
How does it feel to be curious? We reasoned that there are two sides to curiosity: not knowing something (i.e. information-gap) and almost knowing something (i.e. anticipation of resolution). In three experiments, we showed that time affects the relative impact of these two components: When people did not expect to close their information-gap soon (long time-to-resolution) not knowing affected the subjective experience of curiosity more strongly than when they expected to close their information-gap quickly (short time-to-resolution). As such, people experienced less positive affect, more discomfort, and more annoyance with lack of information in a long than a short time-to-resolution situation. Moreover, when time in the long time-to-resolution setting passed, the anticipation of the resolution became stronger, positive affect increased, and discomfort and annoyance with lack of information decreased. Time is thus a key factor in the experience of curiosity.
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Affiliation(s)
- Marret K Noordewier
- a Faculty of Social and Behavioural Sciences, Social and Organizational Psychology , Leiden University , RB Leiden , The Netherlands
| | - Eric van Dijk
- a Faculty of Social and Behavioural Sciences, Social and Organizational Psychology , Leiden University , RB Leiden , The Netherlands
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