The Role of Need for Cognition for Knowledge Gains of Students in Gifted Classes (Poster 18)

• In Event: AERA Poster Session Twelve
  In Poster Session: Research on Giftedness, Creativity, and Talent SIG Poster Session

Abstract

We investigated whether need for cognition (NFC) contributes to differences in knowledge gains in gifted and regular classes while considering students’ prior knowledge and intelligence. Longitudinal data for four points of measurement were collected from N = 922 students in Grades 5 to 7. We employed latent growth curve models and multigroup comparisons over class types. When controlling for prior knowledge and intelligence, in gifted classes NFC predicted knowledge gains in mathematics. In regular classes, only prior knowledge and intelligence predicted knowledge gains. Our findings contribute to previous research on the differential role of NFC in learning depending on the cognitive demands of the learning environment. The results underscore the need for teachers to adequately challenge students in the classroom.

Authors

• Julia Matthes, University of Trier
  Presenting Author

• Elena Mack, University of Trier
  Presenting Author

• Franzis Preckel, University of Trier
  Non-Presenting Author