Curiosity in classrooms: an examination of curiosity promotion and suppression in preschool math and science classrooms
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GenAI creates an environment that is conducive to fostering curiosity, helping to create a strong connection between instructor and student, and fostering the learner's desire to learn based on knowledge.
“GenAI creates an environment that is conducive to fostering curiosity, helping to create a strong connection between instructor and student, and fostering the learner’s desire to learn based on knowledge (Evans et al., 2023).”
From Exploring the factors influencing college students’ learning satisfaction in generative AI-supported MOOCs learning environment: a learning experience framework perspective (2025) · cites this paper as Evans et al., 2023
Cites
The psychology of curiosity: A review and reinterpretation.
Loewenstein, G. (1994) · Psychological Bulletin · doi:10.1037/0033-2909.116.1.75 · Cited by 2,738 · see citing works
Positive Emotions Trigger Upward Spirals Toward Emotional Well-Being
Fredrickson, B. L., & Joiner, T. (2002) · Psychological Science · doi:10.1111/1467-9280.00431 · Cited by 2,655 · see citing works
The Psychology and Neuroscience of Curiosity
Kidd, C., & Hayden, B. Y. (2015) · Neuron · doi:10.1016/j.neuron.2015.09.010 · Cited by 1,026 · see citing works
Observing the unexpected enhances infants’ learning and exploration
Stahl, A. E., & Feigenson, L. (2015) · Science · doi:10.1126/science.aaa3799 · Cited by 617 · see citing works
Is Kindergarten the New First Grade?
Bassok, D., Latham, S., & Rorem, A. (2016) · AERA Open · doi:10.1177/2332858415616358 · Cited by 582 · see citing works
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Lv, P., Wang, X., Nie, Y., Wu, R., & Wang, L. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1633686 · Cited by 5 · see citing works
“GenAI creates an environment that is conducive to fostering curiosity, helping to create a strong connection between instructor and student, and fostering the learner’s desire to learn based on knowledge (Evans et al., 2023).”
- Authors
- Evans, N. S., Burke, R., Vitiello, V., Zumbrunn, S., & Jirout, J. J.
- Affiliations
- University of Virginia (US)
- Virginia Commonwealth University (US)
- Corresponding author
- Jirout, Jamie J.
- Venue
- Thinking Skills and Creativity
- Publisher
- Elsevier BV
- Published
- 2023-09
- Volume
- 49
- Pages
- 101333
- ISSN
- 1871-1871 (ISSN-L)
- OpenAlex
- W4378513540
- Cited by
- 23
- References
- 5
- Citations by year
- 2026: 6 · 2025: 10 · 2024: 7
- FWCI
- 5.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Thinking Skills and Creativity (publishedVersion)
- Funders
- Spencer Foundation
- Institute of Education Sciences
- U.S. Department of Education (R305B200005)
- University of Virginia
- Jacobs Foundation
- John Templeton Foundation
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- curiosity, preschool education, early childhood mathematics, early childhood science, teacher instructional practices, task orientation, learning outcomes, classroom observation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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