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Authors = Sebastian Bergold

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14 pages, 796 KiB  
Article
The Role of Need for Cognition and Its Interaction with Fluid Intelligence in the Prediction of School Grades in Primary School Children
by Anke Hufer-Thamm, Sebastian Bergold and Ricarda Steinmayr
J. Intell. 2025, 13(8), 94; https://doi.org/10.3390/jintelligence13080094 - 28 Jul 2025
Viewed by 215
Abstract
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 [...] Read more.
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; Mage = 8.40, SD = 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. Full article
(This article belongs to the Section Studies on Cognitive Processes)
17 pages, 1239 KiB  
Article
Teachers’ and Parents’ Assessments of Primary School Children’s Intellectual Investment as Predictors of Change in Need for Cognition
by Anke Hufer-Thamm, Rolf Jürgens, Sebastian Bergold and Ricarda Steinmayr
J. Intell. 2025, 13(1), 10; https://doi.org/10.3390/jintelligence13010010 - 14 Jan 2025
Viewed by 1522
Abstract
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. [...] Read more.
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. N = 565 third-graders (298 girls; Mage = 8.40, SD = 0.59) and teachers (N = 39) were surveyed in 2021 and 2022. The parents (N = 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. Full article
(This article belongs to the Special Issue Cognitive Motivation)
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18 pages, 2562 KiB  
Article
Personality and Intelligence Interact in the Prediction of Academic Achievement
by Sebastian Bergold and Ricarda Steinmayr
J. Intell. 2018, 6(2), 27; https://doi.org/10.3390/jintelligence6020027 - 10 May 2018
Cited by 78 | Viewed by 17194
Abstract
Personality predicts academic achievement above and beyond intelligence. However, studies investigating the possible interaction effects between personality and intelligence when predicting academic achievement are scarce, as is the separate investigation of broad personality factors versus narrow personality facets in this context. Two studies [...] Read more.
Personality predicts academic achievement above and beyond intelligence. However, studies investigating the possible interaction effects between personality and intelligence when predicting academic achievement are scarce, as is the separate investigation of broad personality factors versus narrow personality facets in this context. Two studies with 11th grade students (Study 1: N = 421; Study 2: N = 243) were conducted to close this research gap. The students completed the Intelligence-Structure-Test 2000 R measuring general reasoning ability, and a well-established personality inventory based on the Five Factor Model. Academic achievement was operationalized via Grade Point Average. Using hierarchical regression and moderation analyses, Study 1 revealed that Conscientiousness interacted with intelligence when predicting academic achievement: there was a stronger association between intelligence and academic achievement when students scored higher on the Conscientiousness scale. Study 2 confirmed the findings from Study 1 and also found a moderation effect of Neuroticism (stronger association between intelligence and academic achievement with lower values on the Neuroticism scale). Analyses at the facet level revealed much more differentiated results than did analyses at the domain level, suggesting that investigating personality facets should be preferred over investigating personality domains when predicting academic achievement. Full article
(This article belongs to the Special Issue The Ability-Personality Integration)
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