Interpersonal Curiosity: A Missing Construct in the Field of Human Development

Children demonstrate a remarkable capacity for both intellectual and interpersonal curiosity, reflecting their desires to know about the physical, material, and natural world and about the thoughts, feelings, and experiences of other people. Yet the study of curiosity and its educational applications have focused almost exclusively on the former, even though interpersonal curiosity may be critical for social-emotional learning, human connection, and the capacity to understand and take the perspective of others. In this article, we review the research on intellectual and interpersonal curiosity, focusing on the latter and including our own research that indicates that it is associated with social-emotional wellbeing, academic engagement, and a sense of common humanity. We also review research on how ecological contexts (e.g., of families and schools) shape curiosity, how contextual variation may lead to individual variation (i.e., by gender and age), and offer directions for future research.