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

Colling, Joanne; Wollschläger, Rachel; Keller, Ulrich; Preckel, Franzis; Fischbach, Antoine

doi:10.1016/j.lindif.2021.102110

Cited by 28 publications

(28 citation statements)

References 61 publications

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“…The new generation of learners wants to experience education in several different learning environments (Colling et al, 2022;Pfost & Artelt, 2018;Schaltz & Klapproth, 2014). Moreover, when it is considered that every individual has a different learning style, gamebased learning environments and tools offer them an entertaining and motivating learning environment (O'Connor & Menaker, 2008).…”

Section: Introductionmentioning

confidence: 99%

Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools

Turan

Küçük

KARABEY

2022

Participatory Educational Research

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This study aimed to investigate the pre-service teachers' behavioural intentions about using gamification tools and the critical factors affecting their usage. The data were collected from 313 pre-service teachers from two large-scale universities in Turkey through a questionnaire with seven constructs: perceived ease of use, usefulness, self-efficacy, enjoyment, computer anxiety, attitude, and behavioural intention. Firstly, students were trained on the gamification method and Web 2.0 gamification tools (Kahoot!, Classdojo, and Jeopardylabs), then data were collected through a questionnaire. This study used the Technology Acceptance Model as a research framework. The data were analyzed by Structural Equation Modeling. The results showed that perceived selfefficacy and attitude factors had significant direct effects on pre-service teachers' behavioural intentions to use gamification tools. Furthermore, the perceived enjoyment and usefulness factors significantly affected preservice teachers' attitudes towards using gamification tools. Additionally, the perceived self-efficacy and attitude factors had significant direct effects on perceived enjoyment to use gamification tools. Moreover, indirect effects on the dependent variables were revealed. Eventually, six constructs accounted for 75% of the variance for intention to use gamification tools. As a result, the research model appeared to have a good fit. Based on the findings within the scope of this study, various suggestions for researchers and practitioners were presented.

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Section: Introductionmentioning

confidence: 99%

Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools

Turan

Küçük

KARABEY

2022

Participatory Educational Research

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“…More recent findings from giftedness research emphasize the relevance of non-cognitive psychological constructs such as personality in terms of the five-factor model (FFM; Costa and McCrae 1992 ) and the need for cognition ( Cacioppo and Petty 1982 ) in the context of mathematical giftedness ( Bruine de Bruin et al 2015 ; Colling et al 2022 ; Johannsen 2021 ; Meier et al 2014 ; Preckel 2014 ).…”

Section: Introductionmentioning

confidence: 99%

“… Cacioppo and Petty ( 1982 ) first conceptualized this construct as a need for cognitive effort and enjoyment of intellectual challenges. In recent years, substantial research has been conducted regarding the relationship between the need for cognition with academic achievement ( Colling et al 2022 ; Luong et al 2017 ; Preckel 2014 ) and with giftedness ( Meier et al 2014 ; Schneider et al 2014 ). A current study revealed a positive relationship between the need for cognition and various subjects such as mathematics in higher school tracks ( Colling et al 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…In recent years, substantial research has been conducted regarding the relationship between the need for cognition with academic achievement ( Colling et al 2022 ; Luong et al 2017 ; Preckel 2014 ) and with giftedness ( Meier et al 2014 ; Schneider et al 2014 ). A current study revealed a positive relationship between the need for cognition and various subjects such as mathematics in higher school tracks ( Colling et al 2022 ). Additionally, the need for cognition correlates with intellectual abilities and openness ( Von Stumm 2013 ).…”

Section: Introductionmentioning

confidence: 99%

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What Is Mathematical Giftedness? Associations with Intelligence, Openness, and Need for Cognition

Hansen¹,

Johannsen²,

Langemeyer³

et al. 2022

J. Intell.

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It is common practice in the educational system to foster high mathematical abilities in schools as well as in specific promotional programs. Still, little is known about the construct of mathematical giftedness itself. In line with intellectual investment theories, our study investigates the relationship between fluid intelligence (figural and numerical), openness, and the need for cognition with mathematical abilities. The current study is based on a sample (N = 115) of seventh graders participating in the application process for a promotion program. The results of our regression analyses show a positive link between fluid intelligence and mathematical abilities. However, neither the association with openness nor the need for cognition reached significance, emphasizing the importance of cognitive abilities for mathematical giftedness. Limitations and further directions are discussed.

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confidence: 99%

Exploring Social and Cognitive skills of Students in Online Classes: A Case Study under Bandura's Theory

Zafar

Khushi

2022

GLR

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The current research study in the paradigm of mixed method research tried to explore the social and cognitive skills of students in online classes. Social skills guide students to get a positive attitude in life (Sorlie, 2021)and cognitive skills help students to develop intelligence gain (Colling, 2022). The qualitative (content analysis) and quantitative (statistical means) interpretation of the data collected through surveys and online classroom observation was discussed under Bandura's social cognitive theory(2018). The discussion explored the sub-skills of social and cognitive skills practiced by the students in online classes of Pakistani universities and identified the role of social and economic factors affecting highlighted skills. In online classes, students practiced 37.5 Percent social skills and 62.5 Percent cognitive skills, which reflected the self-regulatory,forethought, self-efficacy and self-reflective capabilities of the students. Female students represented more social talk,whereas male students were more refined in their cognitive skills. The present research helped to unfold the techno features of online classes.

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

Cited by 28 publications

References 61 publications

Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools

Investigating Pre-Service Teachers’ Behavioral Intentions to Use Web 2.0 Gamification Tools

What Is Mathematical Giftedness? Associations with Intelligence, Openness, and Need for Cognition

Exploring Social and Cognitive skills of Students in Online Classes: A Case Study under Bandura's Theory

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