Hufer-Thamm Anke, Jürgens Rolf, Bergold Sebastian, Steinmayr Ricarda
Department of Psychology, TU Dortmund University, Emil-Figge-Straße 50, 44227 Dortmund, Germany.
J Intell. 2025 Jan 14;13(1):10. doi: 10.3390/jintelligence13010010.
The present study investigated whether parents' and teachers' evaluations of children's intellectual investment would predict a change in children's need for cognition (NFC) over one year. An exploratory look at how teachers' evaluations are predicted by a range of factors was also taken. = 565 third-graders (298 girls; = 8.40, = 0.59) and teachers ( = 39) were surveyed in 2021 and 2022. The parents ( = 452) provided the data in 2021. Longitudinal data were analyzed by means of latent change score models (LCSMs). Changes in the teachers' evaluations and in the children's cognitive engagement differed between the children. However, there was no effect of the parents' or teachers' assessments on the development of the children's NFC. The change in the teachers' assessment was negatively related to their initial judgment and the children's age; it was positively related to the pupils' fluid intelligence. The results and implications are discussed.
本研究调查了家长和教师对儿童智力投入的评价是否能预测儿童在一年时间里认知需求（NFC）的变化。同时还对一系列因素如何预测教师评价进行了探索性研究。2021年和2022年对565名三年级学生（298名女生；平均年龄 = 8.40岁，标准差 = 0.59）和39名教师进行了调查。2021年由452名家长提供数据。通过潜在变化分数模型（LCSMs）对纵向数据进行分析。教师评价和儿童认知参与度的变化在不同儿童之间存在差异。然而，家长或教师的评价对儿童NFC的发展没有影响。教师评价的变化与他们的初始判断和儿童年龄呈负相关；与学生的流体智力呈正相关。对结果及其影响进行了讨论。
