Test generalizability of curiosity and interest constructs across age groups and socio-cultural contexts¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends contextualizing curiosity and interest research in age-related and socio-cultural contexts, since existing concepts derive mainly from Western student samples. It invokes principles of relative universality: objects, contents, frequencies, and process parameters may vary widely, but component structures and relations with origins and outcomes should be equivalent across contexts.

Design Implications¶

Context¶

Requirements¶

• Definitions based on components can be used across populations only to the extent that components are invariant

Constraints¶

• If components differ across populations, it would be necessary to use different concepts to gauge curiosity and interest in different populations

Target Learners¶

• students across age groups, cultures, and academic domains

Target Learning Goals¶

• valid cross-cultural and developmental measurement of curiosity and interest

Related Strategies¶

• Base inclusive-strategy training on indigenous pedagogies and enable use of advanced evidence-based techniques
• Specify the knowledge-acquisition component when using curiosity and interest terms, and prefer experience-sampling over one-shot self-report

Examples¶

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Key Sources¶

• Pekrun, R. (2019). The Murky Distinction Between Curiosity and Interest: State of the Art and Future Prospects. Educational Psychology Review, 31, 905–914. https://doi.org/10.1007/s10648-019-09512-1