Date of this Version

1-1-1979

Document Type

Journal Article

Publication Details

Citation only

Boyle, G.J. (1979). Delimitation of state trait curiosity in relation to state anxiety and learning task performance. Australian Journal of Education, 23, 70- 82.

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© Copyright, The Author, 1979

ISSN

0004-9441

Abstract

The present study tested the validity of the state-trait curiosity distinction, investigated the effect of manipulating state curiosity upon learning performance and assessed the reliability and validity of state (C-State) and trait (C-Trait) curiosity scales. Three hundred senior secondary school students were assigned randomly to (I) Curiosity Stimulating Instructions (CSI); (ii) Neutral Instructions (NI); or (iii) Boredom Inducing Instructions (BII) groups respectively. These treatments preceded the first administration of a test-battery (comprised of C-State, a state epistemic curiosity measure; .SECS, a state curiosity scale; A-State; and C-Trait). A learning task (prose passage) followed by a second administration of the test-battery. Finally a post-test of immediate retention permitted assessment of each group's learning performance. Cronbach alpha coefficients for both C-State and C-Trait scales ranged from .86 to .92. Stability (test-retest) correlations were higher for the C-Trait scale than for C-State. Both concurrent and discriminant validity correlations were significant. Only tentative support for the state-trait curiosity distinction resulted, since the analyses were dominated by reversed and nonreversed items and subscales. Only for females in grade 12 did the instructional sets influence C-State scores and subsequent learning performance as predicted.

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