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<p>In an increasingly competitive educational landscape, understanding the determinants of academic success is imperative. While prior research has identified epistemic curiosity as a predictor of academic achievement, the psychological mechanisms through which curiosity cultivates internal resources—such as grit and learning flow—remain underexplored. Drawing on Psychological Capital Theory and Self-Determination Theory, the present study investigates how epistemic curiosity promotes grit and learning flow, which together constitute a serial mediation pathway leading to academic success in a large sample of Chinese adolescents. Utilizing data from 17,352 students across 36 primary and secondary schools in 21 provinces in China (age = 9–18, M = 14.1, SD = 2.9), we employed established measures such as the Epistemic Curiosity Scale, Grit-S, and Study-Related Flow Inventory. Our findings reveal that: (1) epistemic curiosity, grit, learning flow, and academic performance are significantly and positively correlated; (2) learning flow and grit may potentially serve as partial mediators in the relationships between epistemic curiosity and academic performance; (3) grit and learning flow point to a potential sequential mediation process connecting epistemic curiosity to academic performance. This research advances the theoretical understanding of curiosity-driven psychological resource development and offers valuable implications for educational policy and practice, emphasizing the importance of nurturing these psychological traits to enhance student performance.</p>

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From curiosity to competence: the pivotal pathway of grit and flow in a large-scale study of Chinese adolescents

  • 期刊论文

  • 发表日期：

    2025年12月9日

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  • Di Wu,
  • Song Tong,
  • Meng Yuan,
  • Yuzhi Yuan

摘要

In an increasingly competitive educational landscape, understanding the determinants of academic success is imperative. While prior research has identified epistemic curiosity as a predictor of academic achievement, the psychological mechanisms through which curiosity cultivates internal resources—such as grit and learning flow—remain underexplored. Drawing on Psychological Capital Theory and Self-Determination Theory, the present study investigates how epistemic curiosity promotes grit and learning flow, which together constitute a serial mediation pathway leading to academic success in a large sample of Chinese adolescents. Utilizing data from 17,352 students across 36 primary and secondary schools in 21 provinces in China (age = 9–18, M = 14.1, SD = 2.9), we employed established measures such as the Epistemic Curiosity Scale, Grit-S, and Study-Related Flow Inventory. Our findings reveal that: (1) epistemic curiosity, grit, learning flow, and academic performance are significantly and positively correlated; (2) learning flow and grit may potentially serve as partial mediators in the relationships between epistemic curiosity and academic performance; (3) grit and learning flow point to a potential sequential mediation process connecting epistemic curiosity to academic performance. This research advances the theoretical understanding of curiosity-driven psychological resource development and offers valuable implications for educational policy and practice, emphasizing the importance of nurturing these psychological traits to enhance student performance.