Is intellectual curiosity a key predictor of academic performance?

This study aimed to build upon previous research by assessing various predictors of academic performance, namely personality, motivation, curiosity and learning approach. In line with the view of von Stumm (2016), the study additionally examined students’ estimates of their performance, and whether these same variables predicted these estimates. Forty, Level 6, undergraduate students were asked at the beginning of the academic year to complete four questionnaires and to estimate their assignment grades for their core units. At the end of the year their Level 6 average percentage was sourced from exam board documents. Multiple regression analysis showed that autonomous regulation (a measure of intrinsic motivation), and need for cognition (a measure of curiosity) both predicted 25% of the variance in academic performance. Need for cognition also predicted 14% of the variance in the students’ average estimated grades, but none of the variables predicted whether the students would under or overestimate their grades. It was concluded that intellectual curiosity is an important variable that should be considered as a key predictor of academic performance.