The Hungry Mind

Abstract

Over the past century, academic performance has become the gatekeeper to institutions of higher education, shaping career paths and individual life trajectories. Accordingly, much psychological research has focused on identifying predictors of academic performance, with intelligence and effort emerging as core determinants. In this article, we propose expanding on the traditional set of predictors by adding a third agency: intellectual curiosity. A series of path models based on a meta-analytically derived correlation matrix showed that (a) intelligence is the single most powerful predictor of academic performance; (b) the effects of intelligence on academic performance are not mediated by personality traits; (c) intelligence, Conscientiousness (as marker of effort), and Typical Intellectual Engagement (as marker of intellectual curiosity) are direct, correlated predictors of academic performance; and (d) the additive predictive effect of the personality traits of intellectual curiosity and effort rival that the influence of intelligence. Our results highlight that a "hungry mind" is a core determinant of individual differences in academic achievement.

A right hemisphere role in cognitive reserve

“…Self-reported curiosity independently predicts academic performance over and above measured intelligence and assessed effort (von Stumm, et al, 2011). Older adults' measured curiosity levels predict their mortality over and above other measured cognitive, demographic and medical variables (Swan and Carmelli, 1996).…”

Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance

“…Intellectual curiosity, referring to student's motivation to comprehend and engage in cognitively demanding tasks, is identified as a third major predictor for success in academic performance, next to intelligence and effort (Von Stumm, Hell, & Chamorro-Premuzic 2011). Adults, such as parents and teachers, can have a pivotal role in supporting or inhibiting intellectual curiosity in students (Chak 2002).…”

Effect of Family Configuration on Preadolescents' Decision-Making Competence

“…This may be because this study only included first and second year students who may not have a fully developed sense of intellectual curiosity. At this age, students have not necessarily chosen their main interest of study, and therefore, are more likely to be enrolled in introductory general education courses that may not stimulate students' intellectual curiosity the way in depth, upper level courses might (von Stumm, Hell, & Chamorro Premuzic, 2011). Therefore, intel lectual curiosity may not advance in some students until they become more mature learners and have a hunger for knowledge.…”