Seeking, mastering, and enjoying cognitive effort: Scrutinizing the role of need for cognition in academic achievement

Abstract

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; Mage = 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 statementThe 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.