Validity of the Interest- and Deprivation-type epistemic curiosity distinction in non-students
By Jordan Litman, H. Crowson, K. Koliński. 2010
99 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/86e828787cf31257b56472e89edd767b8ce3de3f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance (2016, background): “Likewise, previous studies showed that, with correlation coefficients ranging from .48 to .60, interest-type epistemic curiosity was strongly and positively related to deprivation-type curiosity (Litman, 2008, 2010, Litman et al., 2010).”
- Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts (2014, background): “They are characterized through cognitive and emotional components, including attention and persistence (Ainley et al. 2002; Berlyne 1960; Hidi1995 ; Kang et al. 2009; Wade et al. 1993) as well as positive feelings (Ainley and Hidi 2014; Kang et al. 2009; Litman et al. 2010; Silvia 2006).”
- The five-dimensional curiosity scale: Capturing the bandwidth of curiosity and identifying four unique subgroups of curious people (2018, unknown): “These divergent perspectives of curiosity, being oriented toward the pleasure of discovery versus the reduction of information gaps, emerge as distinct (although highly related) factors in correlational research (Litman, 2010; Litman, Crowson, & Kolinski, 2010; Litman & Mussel, 2013).”