ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
The Impact of Time-limited context and Feedback Methods on Epistemic curiosity
Provisionally accepted
- Xinjiang Normal University, Urumqi, China
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In the school environment, students' knowledge acquisition typically occurs within a lim-ited-time context that includes external feedback. However, it remains unclear how such contexts influence students' epistemic curiosity. This study examines the impact of exter-nal time limitation and different feedback methods on epistemic curiosity during the learning process through two studies. Study 1 compared epistemic curiosity between lim-ited-time and no-time-limit conditions, finding that participants in the limited-time con-dition exhibited significantly higher epistemic curiosity. Study 2 investigated the effects of correctness feedback, score feedback, and ranking feedback on epistemic curiosity in a limited-time context, revealing that only correctness feedback significantly enhanced epistemic curiosity. This suggests that external time constraints in the knowledge learning process can stimulate epistemic curiosity, and correctness feedback can sustain this effect.
Keywords: Epistemic curiosity, Time-limited context, Feedback, Learning motivation, educational psychology
Received: 02 Oct 2025; Accepted: 04 Nov 2025.
Copyright: © 2025 Guo, Nadila and Yilizhati. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Maimaiti Yilizhati, elzat730@126.com
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