In the 21st century, creativity is the key to success and a vital component of quality education. Introducing an element of competition into education can motivate students to be more creative. Moreover, students should be encouraged to solve problems through creative processes and stimulate their pursuit of knowledge. Learning to be curious is a crucial factor in the creative process. This study investigated the relationship between self-efficacy of invention, epistemic curiosity, and students’ intentions to consistently participate in the IEYI and understand the role of epistemic curiosity increasing self-efficacy and reflecting the intentions for consistent participation in the IEYI Taiwan trial. Through the intervention of epistemic curiosity, determine the effectiveness of this approach. This study selected Taiwan to participate in the IEYI Taiwan trial. A convenient sampling method was used to conduct a questionnaire survey for students, and 745 valid questionnaire responses were collected. The data obtained were analyzed using AMOS (version 20) structural equations for confirmatory factors. The results showed that the self-efficacy of invention had a significant positive correlation with I-type Epistemic Curiosity (IEC) and D-type Epistemic Curiosity (DEC). IEC and DEC continued to participate in the study. There is a significant positive correlation. This study demonstrated that the participants’ intentions to consistently participate can be promoted or inhibited by either IEC or DEC, and our relationship with epistemic curiosity is increased. Students’ epistemic curiosity can be enhanced through competition; hence, participants can arouse there consistent participation intention.
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