Lavrijsen Jeroen, Aerts Evelien, Preckel Franzis, Ramos Alicia, Verschueren Karine
Department of Mathematics, KU Leuven, 3000 Leuven, Belgium.
School Psychology and Development in Context, KU Leuven, 3000 Leuven, Belgium.
J Intell. 2024 Oct 15;12(10):103. doi: 10.3390/jintelligence12100103.
Need for Cognition has been established as a key intellectual investment trait shaping students' academic development. However, little is yet known about its malleability, particularly in youth. This study investigated stability and change in Need for Cognition in a large longitudinal sample of 3409 adolescents from 166 classes in 27 schools in Flanders. Participants reported on their Need for Cognition in Grades 7, 8, 11 and 12. First, the latent rank-order stability of Need for Cognition between Grades 7 and 11 was found to be = 0.50. This stability was of a similar magnitude to that of the Big Five personality traits observed in the same sample and larger than that of academic intrinsic motivation. Second, trajectories of Need for Cognition over time were found to vary between individuals. In particular, three trajectory classes could be identified, differentiated mainly by the initial level of Need for Cognition (i.e., a low, medium, and high trajectory). Finally, cognitive ability, cognitive stimulation at home, and parental autonomy support, but not parental educational level, were associated with higher odds of belonging to the high Need for Cognition trajectory and lower odds of belonging to the low Need for Cognition trajectory.
认知需求已被确立为塑造学生学业发展的关键智力投资特质。然而，关于其可塑性，尤其是在青少年中的可塑性，目前所知甚少。本研究调查了来自佛兰德27所学校166个班级的3409名青少年的大样本纵向研究中认知需求的稳定性和变化情况。参与者报告了他们在7年级、8年级、11年级和12年级时的认知需求。首先，发现7年级和11年级之间认知需求的潜在等级顺序稳定性为 = 0.50。这种稳定性与在同一样本中观察到的大五人格特质的稳定性相似，且大于学业内在动机的稳定性。其次，发现认知需求随时间的轨迹因人而异。具体而言，可以识别出三种轨迹类别，主要区别在于认知需求的初始水平（即低、中、高轨迹）。最后，认知能力、家庭中的认知刺激和父母的自主支持，但不包括父母的教育水平，与属于高认知需求轨迹的较高几率和属于低认知需求轨迹的较低几率相关。
