Hufer-Thamm Anke, Bergold Sebastian, Steinmayr Ricarda
Department of Psychology, TU Dortmund University, Emil-Figge-Str. 50, 44227 Dortmund, Germany.
Department of Educational Psychology, University of Rostock, August-Bebel-Str. 28, 18051 Rostock, Germany.
J Intell. 2025 Jul 28;13(8):94. doi: 10.3390/jintelligence13080094.
Fluid intelligence and need for cognition are relevant predictors of school grades and might also interact in the prediction of grades. We examined the independent predictive values of fluid intelligence and need for cognition as well as their interaction for math and German grades and changes therein in a sample of 565 German primary school children (298 girls, 261 boys, 6 with no gender specified; = 8.40, = 0.59). Parental education was considered a control variable. Cross-sectional analyses showed that both intelligence and need for cognition were uniquely related to grades. However, in the latent change score analyses, fluid intelligence, but not need for cognition, was related to change in math grades, but not in German grades, and only when parental education was not considered as a control variable. We found no interaction effects between fluid intelligence and need for cognition. The findings imply that the need for cognition might not play a comparably relevant role for school grades in primary school as it has been shown in previous studies focusing on secondary or tertiary education.
流体智力和认知需求是学业成绩的相关预测因素，在成绩预测中它们也可能存在相互作用。我们在565名德国小学生（298名女生、261名男生、6名未指明性别；平均年龄 = 8.40岁，标准差 = 0.59）的样本中，考察了流体智力和认知需求的独立预测价值，以及它们对数学和德语成绩及其变化的交互作用。父母教育程度被视为控制变量。横断面分析表明，智力和认知需求都与成绩存在独特关联。然而，在潜在变化分数分析中，只有流体智力与数学成绩的变化有关，与德语成绩变化无关，且只有在不将父母教育程度作为控制变量时才成立。我们未发现流体智力和认知需求之间存在交互作用。研究结果表明，认知需求在小学学业成绩方面可能不像先前针对中等或高等教育的研究所显示的那样发挥同等重要的作用。
