Curiosity + hard work = intelligence

Curiosity combined with hard work give children as good a chance of academic success as those who rely on their intelligence alone, a new study has found.

The research, by an academic at the University of Edinburgh, analysed the academic performance of 50,000 students by collating 200 studies and found although intelligence was the most important factor in exam success, hard work and a questioning mind can make up for an average IQ.

The study, led by Dr Sophie von Stumm at the department of psychology, lends credibility to claims by some educationalists who believe a “whole child” approach to learning pays dividends in success at school.

Dr von Stumm said: “Curiosity is basically a hunger for exploration. If you’re intellectually curious, you’ll go home, you’ll read the books.

“If you’re perceptually curious, you might go travelling to foreign countries and try different foods.”

A need to explore and engage with the world gives students an edge when they go back to the classroom, but it can inspire teachers too, she added. “I’m a strong believer in the importance of a hungry mind for achievement, so I was just glad to finally have a good piece of evidence. Teachers have a great opportunity to inspire curiosity in their students, to make them engaged and independent learners. That is very important.”

The research highlighted three assets for children – intelligence, hard work, and curiosity. Intelligence is still the most powerful indicator of a child’s ability to succeed, but a student of average ability who works hard and has an enquiring mind can narrow the difference.

The study was hailed by proponents of liberal education, including Alistair Pugh, Edinburgh representative of the Steiner Waldorf Schools Fellowship. Mr Pugh stated that the recognition of curiosity as a key component in learning affirmed what the network of private Steiner schools has attempted for many years.

“An intrinsic motivation to learn, not an extrinsic one” was best for children, he said. “Instead of forcing children through a threat of failure, we instill a natural curiosity.”

The findings coincide with the Scottish Government’s Curriculum for Excellent initiative, which aims to teach subjects in more depth, with pupil-led activities and “joined-up” learning of concepts across disciplines. Children might learn about the French revolution in terms of literature, history, and art, for example.

Elizabeth Smith, shadow cabinet secretary for education and lifelong learning, led Tory support for the study.

She said: “Intellectual curiosity is an important characteristic in any child.

“It shows a desire to find out things for themselves and a willingness to learn which, when coupled with a good grounding in the basic skills, can often provide children with an advantage at school.”