Exploratory: leisure epistemic behavior mediates the relation of cognitive ability with tertiary academic performance, with a very small effect¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In exploratory indicator-specific models, the indirect effect of cognitive ability on tertiary GPA was mediated by leisure epistemic behavior (β = 0.02, p < 0.001), a very small post hoc effect. → Mussel 2022

Evidence¶

Mussel 2022¶

Mussel, Patrick. (2022). Processes Underlying the Relation between Cognitive Ability and Curiosity with Academic Performance: A Mediation Analysis for Epistemic Behavior in a Five-Year Longitudinal Study. Journal of Intelligence 10: 23. https://doi.org/10.3390/jintelligence10020023

q2 · i? · associational · r2

Exploratory post hoc mediation analyses repeated separately for each of the four epistemic behavior indicators, with Bonferroni-adjusted p = 0.0125, reported in the Results section. The article stresses the effect size was very small, occurred without a direct effect, and requires replication.

"it turned out that the indirect effect of predicting tertiary academic performance according to levels in cognitive ability was mediated by leisure epistemic behavior (β = 0.02; p < 0.001)."

Discussion¶

Learner Variables¶

• General Cognitive Ability — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Epistemic behavior does not mediate the relation of cognitive ability or curiosity with academic performance — reports the opposite
• Epistemic behavior relates to curiosity but not to cognitive ability — related
• Neither cognitive ability, curiosity, nor epistemic behavior significantly predicts tertiary academic performance in the heterogeneous sample — related
• Secondary academic performance is predicted by cognitive ability more strongly than by curiosity