The Mediating Effect of Epistemic Curiosity Between Perceived Critical Thinking Disposition and Research Competence of Senior High School Students Under Education 4.0

Epistemic curiosity is increasingly recognized as a key factor in students’ learning engagement. However, its role in supporting critical thinking and research competence among senior high school students remains poorly established. This study examined the relationships among epistemic curiosity, perceived critical thinking disposition, and research competence, with particular focus on the mediating effect of curiosity. Quantitative, non experimental, descriptive–correlational methods were employed, utilizing data from 144 students via adopted survey questionnaires. Correlational analyses indicated no significant relationships among the three variables. Mediation analysis using the Sobel z-test revealed that epistemic curiosity did not significantly mediate the association between critical thinking disposition and research competence. These findings suggest that while students may exhibit high levels of curiosity and cognitive ability, these attributes do not necessarily result in enhanced research skills. The study emphasizes the need for interventions that combine curiosity-driven approaches with explicit instruction in metacognition, research methods, and self-regulated learning. Project QUEST is proposed as an intervention to enhance research competence among senior high school students while maintaining curiosity and engagement.