The measurement and conceptualization of curiosity.
In this study, the authors tried various methods to measure and conceptualize curiosity. A sample of 369 education students (103 men, 266 women) who were attending universities on the East Coast of the United States completed 5 paper-and-pencil curiosity measures in 1 of their classes. Using confirmatory factor analysis, the authors found that the data best fit a 3-factor curiosity model consisting of cognitive curiosity, physical thrill seeking, and social thrill seeking. These findings supported the development of new instruments that specifically measured those 3 curiosity types, new empirical research predicting meaningful curiosity-related outcomes, and subsequent theory building concerning how and why curiosity is a fundamental part of optimal human functioning.
Reio
Thomas G
TG
College of Education and Human Development, University of Louisville, KY, USA. thomas.reio@louisville.edu
Petrosko
Joseph M
JM
Wiswell
Albert K
AK
Thongsukmag
Juthamas
J
D000293:Adolescent; D000328:Adult; D001887:Boredom; D005106:Exploratory Behavior; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D007266:Inhibition, Psychological; D007389:Internal-External Control; D019359:Knowledge; D007858:Learning; D008297:Male; D008875:Middle Aged; D009042:Motivation; D010555:Personality Inventory / Q000706:statistics & numerical data*; D011340:Problem Solving; D011594:Psychometrics / Q000706:statistics & numerical data; D015203:Reproducibility of Results