Contributions of Curiosity and Relevance To Adult Learning Motivation

Abstract

Berlyne (6) has proposed that epistemic curiosity, the desire to gain knowledge, can be evoked by "surprising information." This study investigated the relative associations of curiosity evoked by surprise and of perceived value of information to the desire to know more about psychological research topics. The sample consisted of 79 volunteers from both evening credit classes and non-credit continuing education classes ranging in age from 21 to 52. A significant positive correlation was observed between perceived value and desire for knowledge, but the positive relationship observed between surprise and desire for knowledge was not statistically significant. Comparison of results to similar research with adolescents suggested that the importance of curiosity as a motivation to learn may decline in adulthood. Results were, however, consistent with Berlyne's contention that curiosity adds to the motivation derived from perceived value of information. The importance of further research was stressed.

Curiosity in Young, Middle‐aged, and Older Adults

“…However, the relationship between surprise and curiosity in older adults remains speculative, since it has been suggested 390 C.J.CAMPETAL. (DiVesta, 1974;Machnik, 1975;Rossing & Long, 1981) that maturing adults are more apt to reject or explain away information that contradicts their structured belief systems.…”

Social Perspective Taking

“…For Soldiers, the need to enhance the safety, well-being, and success of the unit is often a very powerful motivator (Rossing & Long, 1981). Soldiers also want to be respected and valued by their fellow Soldiers.…”

“…Fortunately, attitudes can be changed or adjusted by motivating factors and incentives (Eccles, 1984;Gehlbach, 2004;Howard, 1989). Curiosity about people from other cultures is also helpful, as is tolerance of ambiguity and uncertainty (Rossing & Long, 1981).…”

Learning on their own: Vocationally oriented self-directed learning projects

“…Other studies examined specific attributes directly. Rossing and Long (1981), for example, looked at the effect of curiosity on adult learning behaviors, finding a moderate influence. McCune' s meta-analysis of trait and attribute studies (reported in Brockett and Hiemstra, 1991) found generally low correlations with selfdirected learning; only positive self-concept, educational attainment, and autonomy emerged as leading factors.…”