Field investigation of the relationship among adult curiosity, workplace learning, and job performance

Although curiosity is considered to be a critical motivator of optimal classroom learning among children, little empirical information exists about curiosity‘s possible roles in adult learning, especially in the workplace. In this exploratory study, we hypothesized that adult state and trait epistemic (knowledge-seeking) curiosity would influence workplace learning and job performance. The subjects were 233 service industry employees who were administered four curiosity instruments, an instrument designed to ascertain socialization-related learning (a type of workplace learning), and a job performance survey. Through structural modeling techniques, we demonstrated that both state and trait curiosity influenced technical and interpersonal job performance through the mediational effects of socialization-related learning. Overall, these findings support the notion that curiosity-induced behaviors such as information seeking play a meaningful role in workplace learning as well as in job performance. Implications for adult learning, organizational socialization, and job performance are discussed. © 2000 by Jossey-Bass, A Publishing Unit of John Wiley & Sons, Inc.