To examine the prospective association between epistemic curiosity and academic achievement, this study focused on 820 (64.2% females) second-year high school students (age 17–18), and their performances in the matriculation exams one year later. In addition, two types of epistemic curiosity, the interest and deprivation types, were examined as independent predictors. Furthermore, the role of curiosity in matriculation exam performance was examined at the general and subject level (i.e., mother tongue and math) by accounting for gender, social economic status, and subject motivation (i.e., subject expectancy and task values). Moreover, we examined the possible mediating role of subject motivation between curiosity and achievement. The path models' results showed that interest-type curiosity had a direct relation with overall matriculation performance, whereas deprivation-type curiosity had an indirect relation only. For mother tongue performance, interest-type curiosity was the main prospective predictor, although its direct relation disappeared. For math matriculation performance, only deprivation-type curiosity had an indirect relation. The results imply that epistemic curiosity can promote academic achievement, but that the association is achieved through different pathways that depend on curiosity types, motivation mediators, and the domain level of achievements.

为了检验认知好奇心与学业成绩之间的前瞻性关联，本研究集中于820名（64.2％的女性）二年级高中学生（17-18岁）及其一年后的入学考试成绩。此外，对两种知识好奇心的类型，即兴趣和剥夺类型，进行了独立预测。此外，通过考虑性别，社会经济地位和科目动机（即科目期望和任务价值），在一般和科目水平（即母语和数学）上检查了好奇心在入学考试成绩中的作用。此外，我们研究了好奇心与成就之间主题动机的可能中介作用。路径模型 结果表明，兴趣型好奇心与整体入学表现直接相关，而匮乏型好奇心仅与间接成绩有间接关系。对于母语表现，兴趣类型的好奇心是主要的前瞻性预测因子，尽管其直接关系消失了。对于数学入学表现，只有剥夺型的好奇心具有间接关系。结果表明，认知的好奇心可以促进学业成就，但是这种联系是通过不同的途径来实现的，这些途径取决于好奇心的类型，动机中介和成就的领域水平。对于数学入学表现，只有剥夺型的好奇心具有间接关系。结果表明，认知的好奇心可以促进学业成就，但是这种联系是通过不同的途径来实现的，这些途径取决于好奇心的类型，动机中介和成就的领域水平。对于数学入学表现，只有剥夺型的好奇心具有间接关系。结果表明，认知的好奇心可以促进学业成就，但是这种联系是通过不同的途径来实现的，这些途径取决于好奇心的类型，动机中介和成就的领域水平。