Validation of the I- and D-type Epistemic Curiosity scale among Young Chinese Children and Implications on Early Curiosity Nurture

Abstract

Curiosity, an innate and intrinsic motivation to explore, makes vital contributions to learning in individuals of various ages. Epistemic curiosity centers on the drive to close information gaps and can be classified a joyous exploration and interest (I) and deprivation sensitivity (D) types. Each subtype is associated with different academic achievements, personality traits, emotions, and aspects of creativity. Building on the concept of epistemic curiosity in adults, the I- and D-type Epistemic Curiosity in Young Children (I/D-YC) scale was developed. The purpose of the present study was to validate the Chinese I/D-YC scale for preschoolers. Exploratory factor and confirmatory factor analyses of data from 111 parents (sample 1) indicated that the Chinese I/D-YC replicated the two-factor structure and items of the original scale. The scales’ convergent validity and reliability were examined with data from 189 parents (sample 2) and 129 teachers (sample 3), as its test–retest reliability was examined with data from 45 parents (from sample 2). The results established the Chinese I/D-YC scale as a valid and reliable measure of epistemic curious behaviors in young Chinese children. Moreover, the cultivation of epistemic curiosity should weaken inhibition and this might enhance well-being, creativity and learning, especially the D type with lower SES.