Need for Cognition and its relation to academic achievement in different learning environments

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