Need for cognition is conceptualized as an individual's intrinsic motivation to engage in and enjoy effortful cognitive activities. Over the past three decades, there has been increasing interest in how need for cognition impacts and correlates with learning performance. This meta-analysis summarized 136 independent effect sizes (N = 53,258) for the association between need for cognition and academic achievement and investigated the moderating effects of variables related to research context, methodology, and instrumentation. The overall effect size weighted by inverse variance and using a random effects model was found to be small, r = 0.20, with a 95% confidence interval ranging from 0.18 to 0.22. The association between need for cognition and learning performance was moderated by grade level, geographic region, exposure to intervention, and outcome measurement tool. The implications of these findings for practice and future research are discussed.