Influence of Epistemic Curiosity on the Study Approaches of First Year Engineering Students

Abstract

Abstract Epistemic Curiosity is a trait that drives students to engage in learning and intellectual activities. Thispaper presents the results of a pilot study conducted to validate the hypothesis that epistemic curiosity levels influence the study practices of students. Understanding the relationship between epistemic curiosity and students study processes will enable teachers to design teaching-learning interventions that promote student motivation and engagement. This study uses available instruments of measuring epistemic curiosity and correlates it with thestudy approaches of first year engineering students. The I and D type epistemic curiosity scales are employed to measure the epistemic curiosity levels of first year engineering students. The study approaches are identified using the Revised Study Process Questionnaire (R-SPQ), which measures the tendencies of students to engage in deep or surface level learning motives and strategies. Results reveal that I and D type epistemic curiosity levels correlates positively with deep learning motives and strategies, and correlates negatively with surface learning motives and strategies. It is also observed that D-Type epistemic curiosity levels correlates more strongly with deep approach, than I-Type epistemic curiosity. The correlation of D-Type EC withdeep strategies was higher in comparison to deep motives. Results also reveal a higher I-Type disposition of epistemic curiosity in comparison with D-Type, among first year engineering students. Overall, the study validates the hypothesis of using epistemic curiosity levels as an effective tool in monitoring the study approaches of first year engineering students.