The present study investigates how Need for Cognition (NFC), an individual's tendency to engage in and enjoy thinking, relates to academic achievement in 9th grade students (N = 3.355) attending different school tracks to understand whether school track moderates this relation when controlling for student background variables. Using structural regression analyses, our findings revealed small and significant positive relations between NFC and academic achievement in German, French and Math. Relations were strongest in the highest and weakest in the lowest track. No significant track difference between the highest and the intermediary track could be identified; significant differences of small effect size between the intermediary and the lowest track were found in favor of the intermediary track in the relation between NFC and academic achievement in German and Math. These findings underpin the importance of NFC in academic settings, while highlighting that the relation between NFC and achievement varies with the characteristics of different learning environments.

本研究调查了认知需求 (NFC)，个人参与和享受思考的倾向，如何与 9 年级学生的学业成绩相关 ( N = 3.355）参加不同的学校课程以了解在控制学生背景变量时学校课程是否会调节这种关系。使用结构回归分析，我们的发现揭示了 NFC 与德语、法语和数学的学术成就之间存在微小而显着的正相关关系。关系在最高轨道最强，在最低轨道最弱。无法识别最高轨道和中间轨道之间的显着轨道差异；在 NFC 与德语和数学学业成绩之间的关系中，中间和最低轨道之间的小效应大小存在显着差异，有利于中间轨道。这些发现证实了 NFC 在学术环境中的重要性，