ArticleJournal of Intelligence2022
Processes Underlying the Relation between Cognitive Ability and Curiosity with Academic Performance: A Mediation Analysis for Epistemic Behavior in a Five-Year Longitudinal Study.
Article in Journal of Intelligence, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed, 13 citations in OpenAlex.
- The Role of ChatGPT in Job Crafting: A Study of IT Professionals in Pakistan.Behavioral sciences (Basel, Switzerland) · 2026Article
- How instructional leadership and creativity related factors shape students' reading performance: evidence from a Bayesian multilevel mediation approach using PISA 2022 Türkiye data.Frontiers in psychology · 2026Article
- The relationship between intellectual curiosity and adolescents' mathematical problem-solving ability: A moderated mediation model.PloS one · 2026Article
- A Japan-origin motivational framework for diversive and specific curiosity: development of the English version of the Japanese Epistemic Curiosity scale.Frontiers in psychology · 2026Article
- The Neural Markers of Perceptual Uncertainty/Curiosity-A Functional Near-Infrared Spectroscopy Pilot Study.Brain sciences · 2025Article
- The Development of Intellect in Emerging Adults: Predictors of Longitudinal Trajectories.Journal of Intelligence · 2024Article
- Identifying the Effect of Cognitive Motivation with the Method Based on Temporal Association Rule Mining Concept.Sensors (Basel, Switzerland) · 2024Article
- The beneficial role of curiosity on route memory in children.Frontiers in cognition · 2024Article
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1 author at 1 institution in 1 country.
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Abstract
Cognitive ability and curiosity are significant predictors of academic achievement; yet the processes underlying these relations are not well understood. I drew on ideas from the environmental enrichment hypothesis and the differential preservation hypothesis and hypothesized that epistemic behavior acts as a mediator. Longitudinal data were collected from 1964 individuals in three waves, spanning five years: cognitive ability and curiosity were assessed at time 1; epistemic behavior at time 2; at time 3, grade point average and highest degree of both secondary and tertiary academic education (if applicable) were obtained retrospectively via self-report. I found expected bivariate relations between all study variables, including a significant relation between cognitive ability and curiosity and significant relations of both of these variables with secondary academic performance. Epistemic behavior was related to curiosity and academic performance but, at odds with the hypothesis, did not mediate the relation between cognitive and personality variables and academic performance. It is concluded that the process underlying the behavioral consequences of cognitive ability and curiosity is not environmental enrichment.
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