Mechanisms linking epistemic curiosity and learning performance

The multifaceted role of mind wandering from trait and state analysis

Dados Bibliográficos

ID22418014
AutoresMerbiya Emin (Northeast Normal University), Yang Liu (0000-0003-1220-7044, Shaanxi Normal University), Qin Yao (0000-0002-1394-2801, Shaanxi Normal University), Yadan Li (0000-0003-4825-7887, Shaanxi Normal University, autor correspondente)
Ano2026
Volume103
Páginas102336
Data de publicação2026-06-01
Open AccessSim
TipoARTICLE
PeriódicoLearning and Instruction (JOURNAL)
Identificadores do periódicoISSN: 0959-4752 • E-ISSN: 1873-3263
EditoraElsevier BV (PUBLISHER)
DOI10.1016/j.learninstruc.2026.102336
OpenAlexW7131621188
IdiomaEN
Referências citadas111

Background Epistemic curiosity (EC) positively predicts mind wandering (MW) and learning performance; however, MW negatively impacts learning performance. Clarifying MW's role in EC's impact on learning performance is essential. Aim This study examined how distinct MW dimensions shaped the EC-learning performance relationship at trait and state levels, and explored whether autonomous choice enhanced EC and reduced MW occurrence. Samples Participants in Study 1 ( N = 318) and Study 2 ( N = 80) were Chinese college students. Methods Study 1 used questionnaires to investigate how distinct dimensions of MW influence the EC-learning performance relationship at the trait-level. Based on Study 1, Study 2 examined these relationships at the state-level through video lecture learning and evaluated the effectiveness of enhancing students’ EC by autonomous choice. Results Study 1 revealed that EC was positively associated with intentional MW (iMW) and learning performance, whereas both iMW and unintentional MW (uMW) negatively affected learning performance. Significantly, iMW mediated the relationship between EC and learning performance, with a masking effect observed. Study 2 yielded partially different findings compared to Study 1. During science learning (state level), EC negatively correlated with the intentionality, frequency, and depth dimensions of MW. However, only MW depth mediated the relationship between EC and learning performance in science learning. Conclusions EC positively predicts learning performance at both state and trait levels. However, the relationship between EC and MW varies depending on context and MW dimensions. Furthermore, the distinct dimensions of MW play different roles in the relationship between EC and learning performance.

Curiosity · Differential effects · Experiential learning · Mind-wandering · Trait · Creativity in Education and Neuroscience · Mind wandering and attention · Psychological and Educational Research Studies