First-Year Students’ Psychological Well-Being and Need for Cognition: Are They Important Predictors of Academic Engagement?

Cole, Jennifer; Korkmaz, Ali

doi:10.1353/csd.2013.0082

Cited by 16 publications

(10 citation statements)

References 34 publications

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“…Another contribution the current study makes is the survey finding that wellbeing and engagement varied in parallel throughout the trimester. While it is not possible to draw a causal conclusion from those data, the students' explanations of their experiences in the focus groups lends support to the view that wellbeing has a significant impact on engagement, as found in other studies (Cole & Korkmaz, 2013;McKay & Gibbs, 2020;Lin & Huang, 2014) and as illustrated in the framework of student engagement (Kahu & Nelson, 2018).…”

Section: Discussionsupporting

confidence: 55%

“My Uni Experience Wasn’t Completely Ruined”: The Impacts of COVID-19 on the First-Year Experience

McKay

O’Bryan

Kahu

2021

SUCCESS

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The first year at university is always challenging, but particularly in 2020 when COVID-19 triggered lockdowns and a rapid shift to online learning. This mixed methods study tracked the wellbeing and engagement of 60 new students in an undergraduate teacher education program at an Australian university throughout the first trimester of 2020. Follow-up focus groups with 14 students used interview and photo elicitation to explore how COVID-19 influenced wellbeing and engagement. Quantitative results demonstrate both student wellbeing and student engagement dipped strongly at the start of lockdown but recovered towards the end of the trimester. Focus group findings illustrate the diversity of experience in terms of student access to time and space to study, their ability to sustain relationships online, and the cumulative stress of COVID-19. The findings lead to recommendations for supporting this cohort and for future research.

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Section: Discussionsupporting

confidence: 55%

“My Uni Experience Wasn’t Completely Ruined”: The Impacts of COVID-19 on the First-Year Experience

McKay

O’Bryan

Kahu

2021

SUCCESS

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“…Need for cognition has been found to be related to a large number of variables. For example, it has been shown to be positively correlated with performance on an academic task (Coutinho, Wiemer-Hastings, Skowronski, & Britt, 2005), to mediate the relationship between openness to experience and intelligence (Furnham & Thorne, 2013), and to be mediated by the given environment in its relationship to academic engagement (Cole & Korkmaz, 2013). Cacioppo and Petty (1982) established predictive validity of their measure in part by demonstrating that, when doing an extremely boring task, those high in need for cognition found the task more enjoyable when they had to use a more complex rule (which all participants rated as requiring more effort than the simple rule) to complete it.…”

mentioning

confidence: 99%

The Relationships Between Need for Cognition, Boredom Proneness, Task Engagement, and Test Performance

Diehl

Wyrick

2015

Sage Open

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Participants read a procedural text describing how to make a wind-up spool toy while only reading, reading and watching the experimenter do the task, or reading and doing the task themselves. Afterward, task performance (measured by time to complete the task without the instructions and number of errors) and memory for/understanding of the text (measured with a Multiple Choice Test) were assessed. Participants then completed a packet that included the Need for Cognition and Boredom Proneness scales. Task performance was better under the Read & Do and Read & Watch conditions, indicating that those participants were more engaged in the task than Read Only. Need for Cognition was positively related to Multiple Choice Test score (after controlling for boredom proneness and task experience) only under the Read & Do conditions (and marginally for Read & Watch). This suggests that level of task engagement may moderate the relationship between need for cognition and test performance. The Boredom Proneness subscales of Perception of Time and Affective Responses were negatively related to need for cognition.

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“…Evidence for the role of gender in educational engagement is mixed. Some studies report it to be a significant predictor with females more engaged than males [52][53][54], others report no relationship or inconsistencies in its influence [55][56][57][58].…”

Section: Discussionmentioning

confidence: 99%

Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education

McNicholl

Desmond

2020

Disability and Rehabilitation: Assistive Technology

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Purpose: Increasing numbers of students with disabilities are accessing higher education each year, yet little is known about their assistive technology (AT) needs and its influence on relevant outcomes. The aim of this study was to examine met/unmet AT needs on educational engagement, academic self-efficacy and well-being and the impact of AT use in the areas of competence, adaptability and self-esteem for students with disabilities in higher education in Ireland. Methods: One hundred and eleven students with disabilities completed a cross-sectional online survey comprising the College Learning Effectiveness Inventory, the Student Course Engagement Questionnaire, the Self-Efficacy for Learning Form Abridged, the Psychosocial Impact of Assistive Devices Scale, and the Warwick-Edinburgh Mental Well-Being Scale. Results: AT use was found to have a positive psychosocial impact in the areas of competence, adaptability and self-esteem. Those whose AT needs were fully met scored significantly higher on academic selfefficacy, well-being, and on 4 of the 10 educational engagement subscales compared to those who had unmet AT needs. Met/unmet AT needs were not predictive of educational engagement. Conclusion: These findings highlight the importance of AT from both educational engagement and psychosocial perspectives for students with a wide variety of disability diagnoses. The wide-reaching benefits of AT must be considered by governmental departments when making funding allocations to disability services within higher education institutions. ä IMPLICATIONS FOR REHABILITATIONStudents with disabilities can face many additional challenges within the higher education environment. Findings from this research show that access to appropriate assistive technology can support students' educational engagement, increase well-being and academic self-efficacy and have a positive impact in the areas of competence, adaptability and self-esteem. Disability and Assistive Technology Officers in higher education should be cognizant of both the educational and psychological benefits of assistive technology across diverse students with various disability diagnoses. Policy makers should consider the wide-reaching benefits of assistive technology when making funding allocations to higher education institutions.

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First-Year Students’ Psychological Well-Being and Need for Cognition: Are They Important Predictors of Academic Engagement?

Cited by 16 publications

References 34 publications

“My Uni Experience Wasn’t Completely Ruined”: The Impacts of COVID-19 on the First-Year Experience

“My Uni Experience Wasn’t Completely Ruined”: The Impacts of COVID-19 on the First-Year Experience

The Relationships Between Need for Cognition, Boredom Proneness, Task Engagement, and Test Performance

Assistive technologies, educational engagement and psychosocial outcomes among students with disabilities in higher education

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