The construct of Need for Cognition reflects individual differences in the tendency to seek, engage in, and enjoy effortful cognitive activities. This study scrutinized the role of Need for Cognition in academic achievement in a large sample of Flemish adolescents (n = 3409; 49.6 % boys; M_age = 12.4 years). Using CFA and linear regressions models, findings revealed that Need for Cognition was uniquely associated with student's academic performance, above and beyond four student characteristics conceptually and empirically related to Need for Cognition, that is, cognitive ability, openness, persistence and intrinsic motivation. Moreover, two subdimensions of Need for Cognition, capturing specifically either students' eagerness to approach cognitive challenges or their preparedness to master them, were incrementally associated with academic performance. Investigating interactive effects between Need for Cognition and cognitive ability, Need for Cognition was observed to be associated with school performance independent of student ability. These findings emphasize that a positive appreciation of cognitive challenge is a key asset for students supporting their performance at school.

Educational relevance statement

The construct of “Need for Cognition” refers to the degree individuals seek, engage in, and enjoy effortful cognitive activity. This study investigated to what extent the tendency to engage in cognitive activity is an asset for students at school. In a large sample of Flemish adolescents (n = 3409), the study found that Need for Cognition predicted student's academic performance, above and beyond four student characteristics conceptually and empirically related to Need for Cognition, that is, cognitive ability, openness to experience, persistence and intrinsic motivation for studying.

中文翻译：

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寻求、掌握和享受认知努力：审视认知需求在学业成就中的作用

认知需求的构建反映了寻求、参与和享受努力认知活动倾向的个体差异。这项研究仔细研究了佛兰德青少年大样本（ n  = 3409；49.6% 男孩；M_年龄 = 12.4 岁）认知需求在学业成绩中的作用。使用CFA和线性回归模型，研究结果表明，认知需求与学生的学业成绩有着独特的相关性，超越了概念上和实证上与认知需求相关的四个学生特征，即认知能力、开放性、持久性和内在动机。此外，认知需求的两个子维度，特别是学生应对认知挑战的渴望或掌握认知挑战的准备程度，与学业成绩逐渐相关。通过调查认知需求和认知能力之间的相互作用，发现认知需求与学校表现相关，而与学生能力无关。

教育相关性声明

“认知需要”的概念是指个体寻求、参与和享受努力的认知活动的程度。这项研究调查了参与认知活动的倾向在多大程度上是学生在校的一项资产。在佛兰德青少年的大样本中（n  = 3409），研究发现认知需求预测了学生的学业成绩，超出了与认知需求概念和经验相关的四个学生特征，即认知能力、对经验的开放性、学习的毅力和内在动力。