کنجکاوی ذهنی ممکن است به طور پیوسته پیشرفت تحصیلی را پیش بینی نکند

Participants were 160 (50 males) young adults aged 17–32 years, predominantly first-year university undergraduates who completed online questionnaires measuring fluid ability (Gf: Raven’s Advanced Progressive Matrices-Short Form [APM-SF]), Conscientiousness, and four tests of intellectual curiosity (Openness to Ideas [OI], Need for Cognition [NFC], Typical Intellectual Engagement [TIE], Epistemic Curiosity [EC]). All study variables correlated substantially with final school grades (Tertiary Entrance Rank [TER] or Australian Tertiary Admission Rank [ATAR]), confirming that educational outcome may reflect fluid ability, Conscientiousness and intellectual curiosity. Exploratory factor analysis found a strong general intellectual curiosity factor but, after controlling for APM-SF and Conscientiousness, this did not improve prediction of TER/ATAR. TIE explained additional 1.8% of variance in TER/ATAR (p < .05) but neither NFC, EC, nor OI explained additional variance. Relative importance regression showed that Conscientiousness and TIE contributed equally to explaining TER/ATAR variance. The incremental validity of TIE may reflect unique content.