Do naturally curious people score better at high-stake university entrance exams?

Autoři: R. Lyach, M. Kurian, A. Lalák, K. Letochová, K. Richterová, O. Šteffl

O studii:
Tato studie zkoumá vztah mezi epistemickou zvídavostí a úspěšností v Národních srovnávacích zkouškách (NSZ) u vzorku přibližně 25 000 uchazečů o studium v ČR.

Klíčové zjištění:
Přestože zvídaví jedinci vykazují větší radost z objevování, samotná míra zvídavosti není spolehlivým prediktorem výsledků v testech s vysokou sázkou (high-stakes exams).

Abstrakt (EN):
This study examines the relationship between epistemic curiosity and performance on high-stakes tests, particularly the National Comparative Exams utilized for university entrance in the Czech Republic. With access to the test results of around 25,000 applicants annually, the study aimed to measure curiosity among young adults aged 18-21 and its correlation with test scores. Various types of curiosity were assessed, including active, social, scientific, nature, and self-curiosity. While higher curiosity was expected to align with higher intelligence and thus higher test scores, the findings revealed only a weak and inconsistent association between epistemic curiosity and exam performance. While curious individuals exhibited greater joyous exploration, other aspects of curiosity did not significantly predict exam scores. Ultimately, the study concludes that individual curiosity alone cannot reliably forecast performance on high-stakes exams like the National Comparative Exams.

Dokumentace:
Sborník abstraktů (AEA-Europe 2024)