The enhancement of learnerS’ well-being, that is, their adaptivity in the dynamic system of surprise, openness, interest, and curiosity
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The Complex Dynamic System of Surprise, Openness, Interest and Curiosity
IIn terms of the latest research in the fields of interpersonal neurobiology (IPNB), cognitive and positive psychology, curiosity, along with creativity and collaborative learning, is considered to promote an individual’s integrated state. Thus, curiosity can act as a catalyst for both interpersonal and intrapersonal growth, motivation and well-being. The aim of the comprehensive study is to outline and detail the integration process as components of wellbeing. It also seeks answers to the questions how surprise, openness, interest, and curiosity are in relation with each other, what interpretations may apply to their concepts, and to what extent their dynamic can contribute to the well-being of the individual. The study discusses the four-phase model of interest development by Hidi & Renninger, and that of interest as a missing motivator in self-regulation by Sansone & Thoman. It also explains the typology of curiosity, including perceptual, epistemic, specific, and diversive curiosity. Similarly, it seeks to understand the cross-sections of curiosity and the zone of proximal development, information gap theory, and the classifications and dynamic of interest-type (I-type) and deprivation-type (D-type) curiosity. In practical learning management, the study defines the strategies of self-regulation and the model of organismic integration theory by Ryan and Deci. Additionally, it offers a toolbox for stimulating and maintaning interest and curiosity.
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