Abstract
Curiosity and interest have both been regarded as positive motivations for learning. Yet, the boundaries between these constructs are not clarified. Curiosity and interest are used as interchangeable terms by some scholars, while assumed by others to be separable. In an effort to reconcile research on these constructs, this special issue bridges disciplinary boundaries to address three main questions: How do curiosity and interest develop? How can they be supported in classrooms? To what extent do curiosity and interest uniquely predict educational outcomes? Included in this special issue are five articles presenting perspectives on curiosity and interest from educational, developmental, and neuroscientific approaches. The special issue concludes with two commentaries summarizing these perspectives and providing an ambitious agenda for future research and practice.