Contributions of Curiosity and Relevance To Adult Learning Motivation

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Abstract
Berlyne (6) has proposed that epistemic curiosity, the desire to gain knowledge, can be evoked by "surprising information." This study investigated the relative associations of curiosity evoked by surprise and of perceived value of information to the desire to know more about psychological research topics. The sample consisted of 79 volunteers from both evening credit classes and non-credit continuing education classes ranging in age from 21 to 52. A significant positive correlation was observed between perceived value and desire for knowledge, but the positive relationship observed between surprise and desire for knowledge was not statistically significant. Comparison of results to similar research with adolescents suggested that the importance of curiosity as a motivation to learn may decline in adulthood. Results were, however, consistent with Berlyne's contention that curiosity adds to the motivation derived from perceived value of information. The importance of further research was stressed.

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