Positive and Negative Curiosity Experiences Among Tertiary Students

Palmer, David

doi:10.5296/gjes.v4i1.13226

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…They investigated the antecedents of curiosity from a self-determination theory perspective and found teacher support and peer in uence affected high school students' curiosity in using the Internet. Palmer (2018) found that personal interest in the topic and the interesting elements of the lesson were the main in uencing factors of curiosity among tertiary students. This line of inquiry needs pursuing further, particularly in the area of language learning.…”

Section: Introductionmentioning

confidence: 94%

A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning

Nakamura

Reinders

Darasawang

2022

J Psycholinguist Res

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Epistemic curiosity is an emotion described as a desire for knowledge. While research in educational elds has increasingly highlighted the important role that epistemic curiosity plays in learning, there is little empirical evidence to help understand this emotion in the L2 learning context. This classroom-based study investigated the antecedents of epistemic curiosity among 25 Thai university students studying in an English oral communication course. Using a whole-class survey and focus group interview, we recursively asked the students to describe a time in class when they experienced epistemic curiosity and the reasons behind it. A modi ed version of constant comparative analysis suggested six thematic factors as the antecedents of epistemic curiosity, three groups of underlying desires behind its manifestation, and positive affect linked to its experience. It also emerged from the analysis that certain types of classroom activities were associated with epistemic curiosity. Utilizing descriptions of the lessons kept in the teacher's record, we provide contextualized accounts of how and why the students experienced epistemic curiosity in class. We conclude by offering pedagogical suggestions for creating learning environments that inspire L2 learners' epistemic curiosity.

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Section: Introductionmentioning

confidence: 94%

A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning

Nakamura

Reinders

Darasawang

2022

J Psycholinguist Res

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“…Subsequently, the perceived value was found to be relevant also in the case of epistemic emotions. For example, Palmer (2018) and Rossing and Long (1981) found curiosity positively associated with perceived value. Di Leo et al (2019) noted high task value levels related more to curiosity and less to anxiety.…”

Section: Literature Reviewmentioning

confidence: 99%

How epistemic anxiety and curiosity link perceived value and intended efforts in the language classroom

Fraschini

Tao

2023

Ann Rev Appl Linguist

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Language learner anxiety—and emotions in general—has constantly attracted academic attention in the second language acquisition (SLA) field for almost 40 years (Plonsky et al., 2022). However, within the context of the foreign language classroom, epistemic emotions remain understudied, despite their demonstrated effects on performance (D'Mello et al., 2014) and learners’ cognitive processes (Muis et al., 2018a). Epistemic emotions are academic emotions that “relate to knowledge-generating qualities of cognitive tasks and activities” (Pekrun et al., 2017, p. 1268). Their object focus lies in the generation of knowledge (Vogl et al., 2019a) and therefore are prominent during learning activities in academic settings. Recent research in SLA shows that epistemic emotions play a considerable role in instructed language learning (Fraschini, 2023; Nakamura et al., 2022). This current study analyses how two common epistemic emotions—epistemic anxiety and curiosity—mediate the link between a learner's perceived value and intended effort. Empirical data was collected using a tailor-designed survey administered to learners of Korean as a foreign language enrolled in a hybrid university course. Results show that epistemic anxiety and curiosity are independent of each other and coexist during language learning tasks. Furthermore, both epistemic emotions significantly correlate to a learner's perceived value of language learning, with opposite effects. While learners with a higher perceived value tend to be more curious, they also appear less anxious. These results are further discussed considering teachers’ and learners’ characteristics and in relation to theoretical and pedagogical implications for the language classroom.

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A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning

Nakamura¹,

Darasawang²,

Reinders³

2020

Preprint

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Epistemic curiosity is an emotion described as a desire for knowledge. While research in educational fields has increasingly highlighted the important role that epistemic curiosity plays in learning, there is little empirical evidence to help understand this emotion in the L2 learning context. This classroom-based study investigated the antecedents of epistemic curiosity among 25 Thai university students studying in an English oral communication course. Using a whole-class survey and focus group interview, we recursively asked the students to describe a time in class when they experienced epistemic curiosity and the reasons behind it. A modified version of constant comparative analysis suggested six thematic factors as the antecedents of epistemic curiosity, three groups of underlying desires behind its manifestation, and positive affect linked to its experience. It also emerged from the analysis that certain types of classroom activities were associated with epistemic curiosity. Utilizing descriptions of the lessons kept in the teacher's record, we provide contextualized accounts of how and why the students experienced epistemic curiosity in class. We conclude by offering pedagogical suggestions for creating learning environments that inspire L2 learners’ epistemic curiosity.

show abstract

Positive and Negative Curiosity Experiences Among Tertiary Students

Cited by 3 publications

References 17 publications

A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning

A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning

How epistemic anxiety and curiosity link perceived value and intended efforts in the language classroom

A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 Learning

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