Curiosity Scale Research Articles

Structural Relationship Between Dark Personality Traits, Morbid Curiosity, and Cognitive Abilities with Addiction Vulnerability

Background: Drug addiction represents a global crisis with increasing rates, particularly in regions like Iran. The widespread impact of addiction on individuals and societies underscores the need for comprehensive research. Providing further context on the global and national scope of the addiction crisis would strengthen the introduction. Objectives: This study aimed to examine the structural relationship between dark personality traits, morbid curiosity, and cognitive abilities, and their influence on vulnerability to addiction among Zanjan University students during the 2020 - 2021 academic year. Methods: A total of 479 students from Zanjan University were selected through a cluster random sampling method during the 2020 - 2021 academic year. The study utilized the Addiction Vulnerability Scale (Zinali), the Dark Personality Traits Scale (Webster and Johnson), the Morbid Curiosity Scale (Scrivener), and a Cognitive Abilities Scale. Descriptive statistics and structural equation modeling were employed, using tools such as Pearson correlation and structural equations through SPSS 25 and AMOS 24 software. Results: The findings indicated that the model proposed by the researchers demonstrated an acceptable fit. Furthermore, a significant structural relationship was observed between dark personality traits and vulnerability to addiction (P < 0.05) with a path coefficient of 0.37. Additionally, the structural relationship between morbid curiosity and addiction vulnerability was significant (P < 0.05) with a path coefficient of 0.31. Cognitive abilities also had a significant structural relationship with vulnerability to addiction (P < 0.05) with a path coefficient of 0.46. Conclusions: The results of this study provide important insights for the prevention and early identification of addiction in vulnerable populations. These findings have practical applications for educational institutions, addiction treatment centers, and correctional facilities.

The predictive relationship between curiosity and internet addiction among tertiary students in Ghana

Internet addiction is an emerging mental health concern, particularly among young people who avidly use online technologies. This cross-sectional study examined the predictive relationship between curiosity and internet addictive behaviours among 480 tertiary students in Ghana. Data were collected using Kashdan’s Curiosity Scale and Samaha’s Internet Addiction Test. The results revealed a 13.1% prevalence rate of internet addiction, with 73.1% classified as over-users. Only 29.4% exhibited high curiosity levels, while 35.6% had low curiosity. Structural equation modelling showed that deprivation sensitivity, covert social curiosity, overt social curiosity, stress tolerance, and thrill-seeking positively predicted various dimensions of internet addiction. Conversely, joyous exploration negatively predicted these behaviours. The curiosity composite positively predicted the overall internet addiction composite. The findings highlight curiosity’s complex role, where adaptive curiosity mitigates internet addiction risks, but maladaptive curiosity exacerbates such risks. Nurturing healthy curiosity while equipping students with self-regulation skills is crucial for promoting responsible internet use and preventing addictive behaviours. This study contributes insights into curiosity’s influence on youth mental health, informing prevention and intervention strategies within the context of higher education in Ghana.

Epistemic Curiosity and Academic Self-Regulatory Learning in Undergraduates: Unveiling the Mediating Role of Academic Self-Efficacy

This study sought to investigate the correlation between epistemic curiosity, academic self-efficacy, and self-regulated learning in undergraduate students. The study explored how academic self-efficacy mediated the interaction between epistemic curiosity and academic self-regulating learning. Selected from many colleges in Islamabad and Rawalpindi, a suitable sample of 240 students—120 male and 120 female—aged 18 to 25 years (M=20.47, SD=1.39). The present research applied the epistemic curiosity scale (Litman, 2008), academic self-efficacy scale (Sachitra & Bandra, 2017), and the academic self-regulatory learning Questionnaire (Nambiar et al., 2022). Pearson product-moment correlation indicated a substantial positive correlation among university students' epistemic curiosity, academic self-efficacy, and academic self-regulatory learning. Using Structural Equation Modeling (SEM), mediation studies found that academic self-efficacy greatly mediated the link between epistemic curiosity and academic self-regulatory learning among university students. The results showed that undergraduate students' academic self-efficacy greatly enhanced the positive link between epistemic curiosity and academic self-regulatory learning, to maintain the positive relationship between undergraduate students' sense of epistemic curiosity and self-regulated learning, this study highlights the importance of academic self-efficacy, guiding for improving teaching strategies. It also provides empirical data to direct behavior increasing curiosity and confidence, fostering better academic performance.

The Relationship Between Internalizing Syndromes and Morbid Curiosity and Cyber Aggression in Adolescents

Background: Adolescence is a period marked by biological, psychological and behavioral changes, which evoke intense emotional responses in teenagers. The aim of this study was to investigate the relationship between internalizing syndromes and morbid curiosity, and cyber aggression among adolescents. Methods: The study population included all male and female middle and high school students in District 3 of Tehran during the academic year 2021-2022. A statistical sample of 375 individuals was randomly selected through cluster sampling. The research utilized the cyber aggression scale for adolescents by Alvarez-Garcia cyber aggression scale for adolescents, the Achenbach and Edelbrock internalizing syndromes scale and the scrivener morbid curiosity scale. Data analysis was conducted using SPSS software, version 26 and AMOS software, version 24. Results: The results showed a significant structural relationship between internalizing syndromes and cyber aggression, as well as between morbid curiosity and cyber aggression. However, internalizing syndromes and morbid curiosity accounted for only 4.8% of cyber aggression. Conclusion: These findings have implications for adolescent counseling, psychotherapy, education, training and correctional and rehabilitation centers.

From thrill seekers to social creatures: dimensions of curiosity differentially predict video game preferences and behaviours

ABSTRACT Research has shown that curiosity leads to improved performance in formal activities (e.g. school and work). However, there is an underappreciation of the motivating role that curiosity plays in more recreational activities, such as video gaming. Moreover, curiosity has historically been conceptualised in various ways, presenting a challenge when choosing a measure of curiosity. Using an updated curiosity framework (Five-Dimensional Curiosity Scale Revised), this study investigated how six dimensions of curiosity predicted video gaming behaviours, including play time and structural characteristics of video games (i.e. features of games that players enjoy, such as good graphics). The sample comprised 398 self-identified video gamers (50.30% males) from Malaysia and the Philippines, with a mean age of 37.30 (SD = 12.05). Confirmatory multiple regression analyses revealed that, of the six dimensions of curiosity, thrill-seeking predicted overall time spent playing video games, while joyous exploration predicted enjoyment of rewarding and punishing features. Overt social curiosity predicted enjoyment of social features in video games, but covert social curiosity did not. Other associations between dimensions of curiosity and structural characteristics of games were observed in exploratory analyses. Our findings offer insights into aspects of games that individuals enjoy based on the dimensions of curiosity.

Examination of the Relationship Between Epistemic Curious and Teaching Motivation’s in Physical Education and Sports Teachers

The aim of the study is to determine the level of relationship between epistemic curiosity and teaching motivation in physical education and sports teachers.It is thought that investigating the relationship between teachers' teaching motivations and epistemic curiosity may contribute to improving the professional productivity of teachers, which is one of the most important factors in education and training. The sample group of the study consists of 143 physical education and sports teachers working in secondary schools in Kayseri. The demographic information form and epistemic curiosity scale developed by Litman and Spielberger (2003) and adapted to Turkish by Yazıcı (2020), were used in the study. At the same time, the "Teaching Motivation Scale" developed by Kauffman et al. (2011) and adapted to Turkish by Candan and Gencel (2015) was used as a data collection tool.As a result, there is no difference according to gender in the values of interest, deprivation, epistemic curiosity total and teaching motivation. There is no difference between the participants' interest, deprivation, epistemic curiosity total and teaching motivation values according to marital status. A difference was found between the interest values of the participants between the least senior group and the most senior group. There is no difference between the interest values of those with medium seniority and other groups. There is no difference between the participants in the variables of deprivation, epistemic curiosity total and teaching motivation according to the year of study. There is no difference between the variables of interest, deprivation, epistemic curiosity and teaching motivation according to regular sports activity. According to the results of our study, which examined the relationship between epistemic curiosity and teaching motivation in physical education and sports teachers, a low-level and positive relationship was found between the variables. Considering the results of our study, it is thought that taking into account the relationship between teachers' epistemic curiosity and teaching motivation, it is necessary to increase their teaching motivation through professional improvements and increase their epistemic curiosity in the same direction in order to provide qualified education.

Parental reflective functioning in mothers and fathers of preschoolers: Associations with adult attachment and parenting behavior.

Parental reflective functioning (PRF) is considered a key parental competence. Since most research on PRF has focused on infancy or the first years of life, there is a gap in our understanding of PRF among parents of older children. Therefore, we investigated PRF in mothers and fathers with preschool-aged children, examining associations between PRF, parent's romantic attachment, and observed parenting behavior. The sample comprised 50 mothers, 40 fathers, and their 5-year-old children. PRF was assessed using the parental reflective functioning questionnaire (PRFQ), parental romantic attachment was assessed using the experiences in close relationships scale-revised (ECR-R), and parenting behavior was assessed during a parent-child free-play interaction with the coding interactive behavior (CIB) coding system. Results showed that mothers scored higher on the interest and curiosity scale than fathers, indicating that mothers show a more active interest and curiosity in their child's mental states. Further, higher levels of attachment anxiety in fathers were associated with higher levels of pre-mentalizing modes. In mothers, higher levels of attachment avoidance were associated with lower levels of interest and curiosity. Finally, and unexpectedly, higher levels of interest and curiosity in mothers were associated with less sensitivity during free play. In summary, the study found meaningful associations between mothers' and fathers' romantic attachment and their PRF indicating a spill-over of their attachment strategies into their relationship with their child. Further, the study results suggest that very high levels of interest and curiosity in mothers reflect hypermentalizing.

Travel-based learning: unleashing the power of destination curiosity

ABSTRACT International travel has been historically influenced by interest in foreign cultures and environments. Despite its deep roots in curiosity and exploratory behavior, curiosity-driven travel is underrepresented in modern tourism scholarship. Curiosity, vital for exploratory actions, plays a significant role in travelers’ behaviors, influencing travel for learning about diverse societies and cultures. This study (1) underscored destination curiosity as the zeal for travel exploration, (2) devised a Destination Curiosity scale using mixed methods, (3) validated the scale’s predictive capability concerning cultural identity’s impact on visit intentions, and (4) expanded tourism literature, aiding entities in crafting experiences that stimulate curiosity and learning.

Validity and reliability of persian version of morbid curiosity scale in students

Background. The success of horror films, the attention to violent crimes and the prevalence of violence in the news show that morbid curiosity is a common psychological trait. However, research on morbid curiosity is largely absent in the psychological research literature. one of the reasons being the lack of a suitable Scale for Iranian society. Therefore, the purpose of this study was to investigate the reliability and validity of the Persian version of the Morbid Curiosity Scale. Methods. The research design was descriptive factor analysis and the statistical population of the study was all students of Zanjan University in the academic year 1400-1401, from which 500 people were selected by cluster sampling. For the study, Morbid Curiosity Scale was used. Results. The results showed that Cronbach's alpha for the subscales of the Minds of Dangerous People is 0.79, Body Violation is 0.81, Supernatural Danger is 0.79, and Interpersonal Violence is 0.80 and the total scale is 0.85. The results of Confirmatory Factor Analysis also confirmed the significant relationship between explicit variables and latent structures and showed that the four-factor structure has a good fit in the samples. Conclusion. The morbid curiosity scale among students has good reliability and validity and the use of this scale in future research is reliable. Practical Implications. The findings of this research can be used in psychotherapy, psychological research, media psychology, and advertising psychology.

Developing a Mathematical Curiosity Scale for Adolescents: Validity and Reliability Study

Curiosity offers opportunities for personal growth by instilling a desire to learn, explore, and investigate. Therefore, it is considered essential to encourage curiosity, especially in children and adolescents, for their future lives. Similarly, mathematical curiosity leads the individual to develop in mathematics by directing their desire to learn about mathematics toward discovery. In this context, the study aims to create a scale that provides accurate and reliable measurements that is a valid and reliable Likert-type scale of mathematical curiosity of secondary and high school students. 499 students participated in the exploratory factor analysis, 294 in the confirmatory factor analysis, and 91 in the test-retest analysis. As a result of the exploratory factor analysis, the scale structure with 3 factors and 20 items explains 57.95% of the total variance. The construct validity of the scale was examined through confirmatory factor analysis. The Cronbach alpha reliability coefficient of the scale was found to be 0.903. The reliability coefficients of the sub-dimensions of the scale are .838, .842, and .690, respectively.

Psychometric properties of the Indonesian version of M-Workplace Curiosity Scale: A confirmatory factor analysis

Psychometric properties of the Indonesian version of M-Workplace Curiosity Scale: A confirmatory factor analysis

Development and Validation of the Curiosity of Climate Changes Scale.

As it is stated by researchers from multiple scientific fields, climate change has real consequences both for the natural environment but also for the human beings, but not everyone is interested in fighting the global warming and its implications. Yet, there are people who are curious about climate change and became invested in the cause of fighting it. Taking this into account, the aim of this study was to create a questionnaire that would enable to measure curiosity about climate change and as such be an useful tool in research regarding this matter. After examination of existing literature and the evaluation of competent judges, we created a questionnaire which structure and reliability was determined in conducted studies. We also investigated possible correlations between introduced in this paper the Curiosity of Climate Changes Scale (CCCS) and other diagnostic tools: The Curiosity and Exploration Inventory II, The Need for Cognitive Closure Scale, The Elements of Nature Curiosity Scale, The Climate Anxiety Scale, The Environmental Identity Scale and The Generational Time Perspective Scale. The results of the factor analyses verified a one-factor structure. The CCCS showed satisfactory internal consistency (Cronbach's α = 0.95). The validity of the CCCS was indicated by correlations with different scales. The CCCS correlates with general curiosity, curiosity of elements of nature, need for cognitive closure, environmental identity, climate anxiety and generational time perspective. The results indicate that the Curiosity of Climate Changes Scale is a valid and reliable tool. The Curiosity of Climate Changes Scale can be used in future research but also has its practical use - for teachers and environmental educators who thanks to the CCCS can obtain information regarding one's interest in climate change, which can be used in educational programs.

The reliability and validity of the Temptations to Try Smoking Scale in a group of Chinese adolescents

ObjectiveTo provide a scientifc tool, the Temptations to Try Smoking Scale (TTSS) is introduced to evaluate its reliability and validity in preventing and intervening Chinese adolescents from smoking temptations.MethodsA questionnaire, including the TTSS, the Chinese version of the Decisional Balance Scale (CDBS), the Adolescent Smoking Curiosity Scale (ASCOS), and the Sensation-Seeking Scale (SSS), is used to test 1195 Chinese adolescent volunteers (214 of them are retested after 1 month). If all six items in the TTSS are retained, the exploratory factor analysis (EFA) reveals that the TTSS exhibits a structure of two factors: positive social and curiosity/stress.ResultsThe confrmatory factor analysis (CFA) shows that the two-factor model of the TTSS has the ftting indices χ2/df = 2.35, RMSEA = 0.06, and CFI = 0.99, which are better than those of its single-factor model. The total scores of the TTSS, positive social, and curiosity/stress are positively correlated with the scores of Pros, ASCOS, TAS, and Dis of SSS but negatively correlated with the Cons, hereby exhibiting good criterion-related validity. The internal consistency coefcient of the TTSS is 0.89, and the retest reliability is 0.90.ConclusionTherefore, the TTSS has good reliability and validity for Chinese adolescents and can be used as an efective tool to evaluate adolescents’ smoking temptations in China.

Adaptation of Exploratory Curiosity Scale into Turkish: A Study on Motocycle Tourists

Bu araştırmanın temel amacı Chen & Hsu (2021) tarafından geliştirilen keşfedici merak ölçeğinin Türkçeye uyarlanmasıdır. Bu amaç doğrultusunda motosikletli turistler üzerine bir araştırma gerçekleştirilmiştir. Araştırma kapsamında 195 motosikletli turiste kolayda örnekleme yöntemi ile ulaşılmıştır. Araştırmada elde edilen verilerin geçerlik ve güvenirlik analizleri gerçekleştirilmiştir. Yapılan doğrulayıcı faktör analizi sonucunda keşfedici merak ölçeğinin model uyum değerlerinin iyi uyum gösterdiği belirlenmiştir. 4 boyut ve 18 maddelik ilk tasarlanan haliyle Türkçeye uyarlanan ölçeğin geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği ifade edilebilir. Literatürde farklı keşfedici merak ölçeklerinin var olduğu bilinmektedir. Ancak Chen & Hsu (2021) tarafından geliştirilen ölçeğin özellikle turistlerin keşfedici merak düzeylerini ortaya koymak amacıyla oluşturulduğu ve bu bağlamda turizm literatüründe gelecekte yapılacak çalışmalara bir temel oluşturabileceği düşünülmektedir.

The Impact of Changing Step 1 to Pass/Fail Reporting on Anxiety, Learning Approaches, and Curiosity.

Given the significance of the US Medical Licensing Exam (USMLE) Step 1 score moving from a 3-digit value to pass/fail, the authors investigated the impact of the change on students' anxiety, approach to learning, and curiosity. Two cohorts of pre-clerkship medical students at three medical schools completed a composite of four instruments: the State-Trait Anxiety Inventory, the revised two-factor Study Process Questionnaire, the Interest/Deprivation Type Epistemic Curiosity Scale, and the Short Grit Scale prior to taking the last 3-digit scored Step 1 in 2021 or taking the first pass/fail scored Step 1 in 2022.Responses of 3-digit and pass/fail exam takers were compared (Mann-Whitney U) and multiple regression path analysis was performed to determine the factors that significantly impacted learning strategies. There was no difference between 3-digit (n = 86) and pass/fail exam takers (n = 154) in anxiety (STA-I scores, 50 vs. 49, p = 0.85), shallow learning strategies (22 vs. 23, p = 0.84), or interest curiosity scores (median scores 15 vs. 15, p = 0.07). However, pass/fail exam takers had lower deprivation curiosity scores (median 12 vs. 11, p = 0.03) and showed a decline in deep learning strategies (30 vs. 27, p = 0.0012). Path analysis indicated the decline in deep learning strategies was due to the change in exam scoring (β = - 2.0428, p < 0.05). Counter to the stated hypothesis and intentions, the initial impact of the change to pass/fail grading for USMLE Step 1 failed to reduce learner anxiety, and reduced curiosity and deep learning strategies. The online version contains supplementary material available at 10.1007/s40670-023-01878-w.

Measurement invariance and latent mean differences of the morbid curiosity scale (MCS) across the United States and China

In recent years, there has been a growing body of research focusing on morbid curiosity. However, the development of measurement tools has been slow, with only two scales available. Compared to the unidimensional scale of Curiosity About Morbid Events (CAME) proposed by Zuckerman and Little (1986), the recently developed four-factor Morbid Curiosity Scale (MCS) by Scrivner (2021) demonstrates a stable factor structure and good reliability and validity. As the time since the development of this scale is relatively short, its measurement properties have not been widely evaluated. Therefore, this study used exploratory and confirmatory factor analyses to validate the factor structure of the MCS in the Chinese cultural context, and the results supported the four-factor structure of the MCS. Additionally, we established partial scalar invariance of the MCS between Chinese (N = 663) and American (N = 330) cultures, and further analyzed cultural differences in morbid curiosity using latent mean comparison. The results revealed that Chinese individuals had a lower motivation for understanding the minds of dangerous people. This study validated the four-factor Morbid Curiosity Scale across different cultures for the first time, promoting the generalizability of the four-factor MCS and suggesting its potential for use in a wide range of cultural backgrounds. These findings contribute to enriching cross-cultural research on morbid curiosity and its associated psychological factors.

The Level of Scientific Thinking Skills and Its Relationship to Achievement and Scientific Curiosity Among Eighth-Grade Basic Male Students in Science

The research aimed at identifying the relationship between scientific thinking skills level، achievement، and scientific curiosity among male students in eighth-grade basic in science. The researchers used the descriptive correlative method. The study population composed 0f (1409) male students at eighth-grade basic in Soran Education Directorate and affiliated to the general Directorate of Education in Erbil. the study sample consisted of (400) male students، randomly selected from (4) schools. for the academic year 2021/2022. To achieve the goals of the research ، the researchers prepared two study tools: scientific thinking skills test، scientific curiosity scale، and after conducting statistical analyzes، the major finding from this research were as follows: The level of scientific thinking skills and scientific curiosity among male students in eighth-grade basic is acceptable. There is a statistically significant correlation between the research variables among male students in eighth-grade basic in science.

Measuring Intellectual Curiosity across Cultures: Validity and Comparability of a New Scale in Six Languages

Intellectual curiosity—the tendency to seek out and engage in opportunities for effortful cognitive activity—is a crucial construct in educational research and beyond. Measures of intellectual curiosity vary widely in psychometric quality, and few measures have demonstrated validity and comparability of scores across multiple languages. We analyzed a novel, six-item intellectual curiosity scale (ICS) originally developed for cross-national comparisons in the context of the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC). Samples from six countries representing six national languages (U.S. Germany, France, Spain, Poland, and Japan; total N = 5,557) confirmed that the ICS possesses very good psychometric properties. The scale is essentially unidimensional and showed excellent reliability estimates. On top of factorial validity, the scale demonstrated strict measurement invariance across demographic segments (gender, age groups, and educational strata) and at least partial scalar invariance across countries. As per its convergent and divergent associations with a broad range of constructs (e.g., Open-Mindedness and other Big Five traits, Perseverance, Sensation Seeking, Job Orientations, and Vocational Interests), it also showed convincing construct validity. Given its internal and external relationships, we recommend the ICS for assessing intellectual curiosity, especially in cross-cultural research applications, yet we also point out future research areas.

Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish

Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish

Measuring an understudied factor in medical education – development and validation of the medical curiosity scale

ABSTRACT Curiosity, which has been called the third pillar of academic achievement and positively predicts academic performance (von Stumm et al., 2011), is widely recognized as an important factor in acquiring knowledge and skills in medical training, and may be critical for students´ sound mental health. Medical educators have advocated that curiosity should play a more significant role in medical training and have criticized didactic barriers impeding student curiosity. However, in medical training, curiosity is understudied partly due to a lack of methods for measuring curiosity. Therefore, this study was designed to develop and validate a scale to measure medical curiosity. After reviewing the literature and interviewing a panel of experts (n = 7), 25 preliminary items assessing medical curiosity were developed and administered to n = 305 medical students (n = 163 female and n = 142 male) at Heidelberg University across all medical school years. Following exploratory factor analysis (EFA) with oblique (promax) rotation, we measured medical curiosity in a medical student sample. We have identified two distinct factors: intellectual medical curiosity (IMC) and social medical curiosity (SMC). IMC describes the desire to acquire medical knowledge for curiosity’s sake, while SMC refers to curiosity about human nature and, in particular, patient health. Both factors showed good psychometric properties, with eigenvalues of 6.7 and 3.5, explaining 26.6% and 14.0% of the variance and internal consistencies of 0.796 and 0.866, respectively, and high convergent and discriminant validity. While first-year students showed significantly higher IMC scores than final-year medical students, SMC scores remained stable and tended to increase throughout medical school. This study has succeeded in developing the first scale to measure aspects of medical curiosity and, thus, lays the groundwork for future studies examining medical students’ curiosity. A deeper understanding of medical students’ curiosity can help to foster this curiosity effectively.