Cognitive Curiosity And Its Relationship To Academic Achievement Among Academically Excellent Students In History

Abstract

Abstract:

        The research aims to identify cognitive curiosity and its relationship to academic achievement among academically outstanding students. To achieve the research objectives, the researchers followed the procedures of the descriptive approach in selecting the research sample, as the current research sample consisted of (200) male and female students from the third intermediate grade in the middle and secondary schools for distinguished students affiliated with the General Directorate of Education of Baghdad Governorate/Rusafa II. The research sample was chosen in an equal stratified manner  Regarding the academic achievement variable, the researchers obtained the final results for the achievement of third-year intermediate students in the final exam of the first semester due to its preparation by qualified and specialized professors, taking into account the comprehensiveness of the content of the academic subject, and that what the student obtains in this test is considered the result of the effort of an entire course. A scale (for cognitive curiosity) was constructed and consisted of (34) items. The face validity and construct validity were verified. The stability of the scale was verified by two re-test methods and the coefficient was reached. Reliability (0.81), while the tool’s reliability coefficient using the Cronbach’s alpha method reached (0.77). After that, he applied the scale to the research sample. To analyze the data, the researchers used the statistical package (SPSS) and obtained the following results:

• Members of the research sample of third-year intermediate students have cognitive curiosity.
• Finding the relationship between cognitive curiosity and academic achievement among outstanding students.

In light of the results, the researchers presented a set of recommendations and proposals.