You do not currently have permission to view the full text for this document. Please sign in to an account with an active subscription or contact support.
Curiosity is conceptualized as adaptive and associated with positive psychosocial outcome (Kashdan, Rose, and Fincham 2004). Yet our knowledge of curiosity is surely limited. What are its developmental antecedents? How does curiosity function to promote cognitive, interand intrapersonal development? (Kashdan 2004). In constructing a new assessment of this vital capacity, our overarching aims are to elucidate(1) lines of curiosity development in lowand high-risk children and adolescents, and (2) the consequences of inhibited expression and development of curiosity.
Clinical research interview data from a 25-year longitudinal research project (Hauser, Powers, and Noam 1991; Hauser, Golden, and Allen 2006) are being used to assess and track adolescents' curiosity, a construct not yet studied in this data set. We propose three research questions: (1) Do specific facets of adolescent curiosity appear at different rates and in disparate forms? (2) Do pathways of curiosity development differ among same-age early adolescents? (3) How do various aspects of curiosity development predict academic success?
Interpersonal curiosity has been linked to positive relationship outcomes in young adults (Kashdan and Roberts 2004, 2006), as have the emergence of self-knowledge capacities (Bandura 1981; Parker 1997; Beardslee et al. 1990). However, we have discovered no studies investigating how curiosity may spark and facilitate the growth of selfknowledge and interpersonal relationships in adolescence and beyond.