Background: A controversy over the distinction between curiosity and situational interest has recently resurfaced. Nonetheless, empirical research comparing the two is noticeably lacking.
Aims: We attempted to fill this gap and provide much-needed evidence of the distinction between curiosity and situational interest by examining the antecedents and consequences of the two constructs.
Methods: We assessed enjoyment, novelty, uncertainty and surprise as potential antecedents and information seeking, individual interest, career intention and achievement as potential outcomes of curiosity and situational interest among 219 Korean sixth graders in the domain of science.
Results: Of the hypothesized antecedents, enjoyment during science class related most strongly to students' situational interest in science, whereas novelty in science class related most strongly to students' science curiosity. Uncertainty and surprise in science class related to only science curiosity and not situational interest in science. Among the outcomes considered, situational interest in science related to only students' individual interest in science. In comparison, science curiosity related significantly to all science outcomes measured in this study. Science curiosity also significantly mediated the relationships between the antecedents and outcomes in science.
Conclusions: Together, these results support the distinction between curiosity and situational interest and suggest different ways to promote each motivation construct depending on desired outcomes in the science classroom.
Keywords: curiosity; elementary school; science education; situational interest; surprise.
© 2023 The British Psychological Society.