Need for Cognition Predicts Academic Interest Development but Not the Other Way Around: A Longitudinal Study of Secondary School Students.
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| Title: | Need for Cognition Predicts Academic Interest Development but Not the Other Way Around: A Longitudinal Study of Secondary School Students. |
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| Authors: | Matthes, Julia1 (AUTHOR), Scherrer, Vsevolod1 (AUTHOR), Preckel, Franzis1 (AUTHOR) preckel@uni‐trier.de |
| Source: | Child Development. Sep/Oct2025, Vol. 96 Issue 5, p1675-1687. 13p. |
| Subject Terms: | *Secondary school students, *Mathematics education, *German language education, *English language education, *Academic motivation, *Student engagement, *Intrinsic motivation |
| Abstract: | Need for cognition (NFC) reflects the tendency to enjoy and engage in cognitive challenges. This study examines the relations between NFC and academic interest among 922 German secondary school students (academic track) assessed four times in Grades 5–7 (initial age M = 10.63, SD = 0.55; 41% female; 90% first language German) in mathematics, German, and English. Data were collected between 2008 and 2012 and were analyzed using autoregressive cross‐lagged panel models. In all domains, NFC positively predicted subsequent academic interest (β = 0.03 to β = 0.17) but interest did not positively predict subsequent NFC. Findings were comparable after controlling for students' achievement, gender, socioeconomic status, and class type. They suggest that NFC is a potential facilitator of the development of academic interest in school. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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