Need for cognition in children and adolescents: Behavioral correlates and relations to academic achievement and potential

Abstract

The investment trait need for cognition (NFC) is conceptualized as the intrinsic motivation to engage in and enjoy effortful cognitive endeavors. Higher NFC levels have been shown to be related to a deeper elaboration of information, better performance on cognitive exercises, and more effective complex problem solving, moreover NFC has shown only a moderate relation to (fluid) aspects of intelligence. Surprisingly, NFC has rarely been investigated in school contexts even though all of the aspects listed above are highly relevant for learning and school performance. Here, we present empirical results from a comprehensive collaborative study of 4279 Finnish students (from the 3rd, 6th and 9th grade; 10 to 16years of age) assessed with an NFC scale for children. We observed moderate positive correlations between NFC and behavioral correlates related to learning (ability self-concept, control motivation, learning orientation) for all three grade levels. Furthermore, the analyses revealed no relations between NFC and academic achievement or potential in Grade 3, but positive relations in Grades 6 and 9. The findings accentuate the importance of NFC in educational contexts and suggest a growing influence of NFC over the school-years.