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.

中文翻译：

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认知需求预测学术兴趣发展，但反之则不然：中学生的纵向研究

认知需求 （NFC） 反映了享受和参与认知挑战的倾向。本研究考察了 922 名德国中学生（学术轨道）的 NFC 与学术兴趣之间的关系，这些学生在 5-7 年级（初始年龄 M = 10.63，SD = 0.55;41% 为女性;90% 为第一语言德语）在数学、德语和英语方面进行了四次评估。数据是在 2008 年至 2012 年间收集的，并使用自回归交叉滞后面板模型进行分析。在所有领域中，NFC 正向预测随后的学术兴趣 （β = 0.03 至 β = 0.17），但兴趣并未正向预测随后的 NFC。在控制了学生的成绩、性别、社会经济地位和班级类型后，研究结果具有可比性。他们认为 NFC 是学校学术兴趣发展的潜在促进因素。