The Role of Cognitive Assessment and Epistemological Curiosity in Predicting Academic Engagement in Students

It is necessary to identify the antecedents and influencing factors on students' capacity to deal with academic challenges and obstacles that cause academic engagement. Therefore, the purpose of this study was to investigate the role of cognitive assessment and epistemological curiosity in predicting academic engagement in students. 

The current research was descriptive of the correlation type. The studied population included all female students of the second year of high school in two districts of Baharestan in the academic year of 2021-2022. Based on the table of krejcie & Morgan (1971), 320 students were selected to volunteer to participate in the research. And they responded to the questionnaire of Pintric &De Groot (1990) cognitive assessment questionnaire, Litman et al.'s epistemological curiosity (2010) and Fredericks et al.'s (2004) academic engagement questionnaire. For data analysis, Pearson correlation and multiple regression tests were used with SPSS version 24 software.

The results showed that the correlation between cognitive assessment (r=0.666) and epistemological curiosity (r=0.535) with academic enthusiasm was positive and significant (p<0.01). 

Familiarity with the role of cognitive assessment and epistemological curiosity and the effect and relationship of these variables on academic enthusiasm is essential in educational planning