PISA 2022 insights on intellectual curiosity, perspective-taking, and science achievement: Examining the mediating pathways

Abstract

The purpose of the study is to investigate the predictive roles of intellectual curiosity and perspective-taking on science achievement among Emirati early adolescents. Utilizing data from 24,600 participants of the 2022 Program for International Student Assessment (PISA), this non-experimental, correlational study employs a Structural Equation Modeling Partial Least Squares (SEM-PLS) approach to explore these relationships. The study addresses four key research questions: (1) the direct impact of intellectual curiosity on science achievement, (2) the direct impact of perspective-taking on science achievement, (3) the combined predictive power of intellectual curiosity and perspective-taking, and (4) the mediating role of perspective-taking in the relationship between intellectual curiosity and science achievement. Results reveal that intellectual curiosity significantly predicts science achievement with a path coefficient of 0.19. Perspective-taking also shows a substantial direct effect with a path coefficient of 0.15 and additionally mediates the relationship between intellectual curiosity and science achievement with an indirect path coefficient of 0.09. These findings demonstrate the significant influence of these cognitive skills on educational outcomes, suggesting that both intellectual curiosity and perspective-taking are crucial for enhancing science achievement. This underscores the importance of integrating educational strategies that foster these cognitive skills to improve science education outcomes. Recommendations for educational policy include enhancing curricula to foster curiosity and perspective-taking and developing assessments that evaluate these competencies. The study highlights the need for further research using longitudinal designs and intervention studies to confirm these findings and refine educational practices.