Purpose: It is necessary to identify the antecedents and 
influencing factors on students' capacity to deal with academic 
challenges and obstacles that cause academic engagement. 
Therefore, the purpose of this study was to investigate the role 
of cognitive assessment and epistemological curiosity in 
predicting academic engagement in students. 
Materials and Methods: The current research was 
descriptive of the correlation type. The studied population 
included all female students of the second year of high school 
in two districts of Baharestan in the academic year of 2021-
2022. Based on the table of krejcie & Morgan (1971), 320 
students were selected to volunteer to participate in the 
research. And they responded to the questionnaire of Pintric
 &De Groot (1990) cognitive assessment questionnaire, 
Litman et al.'s epistemological curiosity (2010) and Fredericks 
et al.'s (2004) academic engagement questionnaire. For data 
analysis, Pearson correlation and multiple regression tests 
were used with SPSS version 24 software.
Findings: The results showed that the correlation between 
cognitive assessment (r=0.666) and epistemological curiosity 
(r=0.535) with academic enthusiasm was positive and 
significant (p<0.01). 
Conclusion: Familiarity with the role of cognitive assessment 
and epistemological curiosity and the effect and relationship 
of these variables on academic enthusiasm is essential in 
educational planning