University of Zurich.
Ulm University.
Child Dev. 2018 Jul;89(4):1074-1087. doi: 10.1111/cdev.12791. Epub 2017 Mar 28.
Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2-year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self-determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development.
智力投入（IE）是指对智力活动的享受，被认为是知识获取的原因。本研究利用 112 名 9 年级学生（平均基线年龄：14.7 岁）的 2 年纵向数据，考察了 IE 对认知发展的作用。较高的基线 IE 预测了较高的基线结晶能力，但不能预测其变化，也与流体能力无关。此外，IE 预测了语言学校成绩的变化，但不能预测数学成绩或标准化测试的变化。这些发现表明，IE 并不是青少年知识获取的主要预测因素，在青少年时期，智力行为的自我决定程度可能相对有限。文中还提出了未来研究的一些问题，包括 IE 与学业和认知发展之间的相互纵向关联。
