The interplay of intelligence and need for cognition in predicting school grades: A retrospective study

Abstract

Intelligence and Need for Cognition (NFC) have repeatedly been shown to be directly related to better academic performance, but no study so far has investigated their combined predictive validity or possible interactive effects in their relation to academic success. We examined their predictive value and a possible moderating role of NFC in the relationship between intelligence and school performance. 290 students completed the NFC scale, worked on the Intelligence Structure Test 2000 R (reasoning module), and reported their Grade Point Average (GPA) of the university entrance diploma (Abitur). To control for broader personality traits, the Big Five Factors were assessed as well. Analyses revealed that intelligence and NFC each significantly predicted higher GPA. Furthermore, NFC moderated the relation between intelligence and GPA: at higher NFC scores, the relation of reasoning ability on GPA was diminished, pointing to a compensating effect of NFC. Bayesian analyses comparing the likelihood of a moderation versus an additive model in the complete sample supported the moderation hypotheses, while in a sample without outliers, both models were equivocally likely. The results highlight the relevance of considering NFC in the prediction of school success and point to the necessity of further clarifying its moderating role.