While intelligence and motivational variables are well-established predictors of academic achievement, Need for Cognition (NFC), the stable intrinsic motivation to engage in and enjoy challenging intellectual activity, has not yet been considered comprehensively in this field, especially not longitudinally. By applying latent change score modeling, we examined the incremental value of NFC, considering well-established motivational constructs and prior achievement in the prediction of academic achievement across different subjects in a longitudinal approach across two time points in a sample of secondary school students ([Formula: see text] = 271, [Formula: see text] = 255). Correlations of NFC with grades were comparable to those of established predictors. NFC incrementally predicted academic achievement over and above prior achievement and ability self-concept. A mutual influence of NFC and academic achievement was found pointing to skill development as well as self-enhancement processes taking place in this interplay. Consequently, we propose to include NFC in models for the comprehensive explanation of academic achievement in school.

中文翻译：

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关于动机特征和学业成就的相互作用：认知需求的作用

虽然智力和动机变量是学术成就的公认预测因素，但认知需求（NFC），即参与和享受具有挑战性的智力活动的稳定内在动机，尚未在该领域得到全面考虑，尤其是纵向考虑。通过应用潜在变化分数模型，我们检查了 NFC 的增量价值，考虑了完善的动机结构和先前的成绩，以纵向方法在中学生样本的两个时间点预测不同科目的学业成绩（[公式：见正文]=271，[公式：见正文]=255）。NFC 与成绩的相关性与已建立的预测因子相当。NFC 逐步预测超越先前成就和能力自我概念的学业成就。我们发现 NFC 和学术成就之间存在相互影响，表明在这种相互作用中发生了技能发展和自我增强过程。因此，我们建议将 NFC 纳入模型中，以全面解释学校的学业成绩。