Need for Cognition and Motivation Differentially Contribute to Student Performance

Neigel, Alexis R.; Behairy, Saif; Szalma, James L.

doi:10.1891/1945-8959.16.2.144

Cited by 13 publications

(14 citation statements)

References 32 publications

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“…It is noted that the relationship between the need for cognition and trait emotional intelligence was statistically significant whereas the relationship between the need for cognition and academic achievement was not significant. This result supported the earlier findings on the relationship between need for cognition and academic success (Neigel et al, 2017) and contradicted the study findings that there is a significant relationship between students' levels of need for cognition and their academic achievement (Akpur, 2017;Luong et al, 2017;Richardson et al, 2012;von Stumm & Ackerman, 2013). According to Elias and Loomis (2002), the contribution of need for cognition to academic achievement lends credence to the belief that if students enjoy and seek out academic tasks, it should be reflected in their academic performance.…”

Section: Discussionsupporting

confidence: 66%

“…Results of this study revealed a positive relationship between academic achievement and the need for cognition as well as with other intellectual curiosity measures chosen for the study. Neigel, Behairy, and Szalma (2017) found no significant relationship between the need for cognition and students grade point average (GPA). Grass et al (2017) explored the role of the need for cognition (NFC) in academic success with a sample of 396 students from a German university.…”

Section: Studies Related To Need For Cognitionmentioning

confidence: 94%

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Need for Cognition and Trait Emotional Intelligence in Relation to Academic Achievement of Higher Secondary Students

Arasi

2021

MJESTP

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This study investigates the need for cognition and trait emotional intelligence of higher secondary students and their relationship to academic achievement. This study also examined the effect of some demographic variables like gender, locale, medium of instruction, order of birth of students on the chosen variables. The study employed a survey method for data collection. The sample comprised 313 (150 boys and 163 girls) higher secondary school students. The Trait Emotional Intelligence Questionnaire-short form (TEIQue–SF; Petrides, 2009) and Need for Cognition Scale (Cacioppo et al., 1984) were used for the study. The results revealed that boys and girls are similar in their need for cognition and trait emotional intelligence. Also, girls outperformed boys academically. Results also show that trait emotional intelligence has a significant effect on academic achievement. There is also a statistically significant relationship between the need for cognition and trait emotional intelligence.

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Section: Discussionsupporting

confidence: 66%

Section: Studies Related To Need For Cognitionmentioning

confidence: 94%

Need for Cognition and Trait Emotional Intelligence in Relation to Academic Achievement of Higher Secondary Students

Arasi

2021

MJESTP

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“…Previous studies have shown that NFC acts as a positive predictor of individual academic achievement and work performance by promoting intrinsic motivation for the pursuit of knowledge and extensive cognitive processing (Grass et al, ; Luong et al, ; Neigel et al, ; Weissgerber et al, ; Wu et al, ). We extended existing research and found that NFC showed a positive correlation with creative achievement, which further confirmed the close relationship between NFC and creativity.…”

Section: Discussionmentioning

confidence: 99%

“…Creative achievement, a more ecologically valid measure of creativity, has been regarded as the sum of creative accomplishments achieved by an individual during his or her lifetime, which reflects longterm creative behaviors and may be used as a comprehensive indicator to assess individual differences in creative performance in daily life (Carson, Peterson, & Higgins, 2005;Chen et al, 2014). To our knowledge, although there is considerable empirical evidence that supports NFC as a powerful predictor of academic achievement (Bertrams & Dickhaeuser, 2009;Grass et al, 2017;Luong et al, 2017;Neigel, Behairy, & Szalma, 2017;Weissgerber, Reinhard, & Schindler, 2018) and one study showed that NFC is correlated with everyday creative behavior (Dollinger, 2003), no research has directly examined the relationship between NFC and creative achievement. Here, we tested the relationship between NFC and creative achievement in the sciences and arts and further explored whether brain flexibility associated with NFC facilitated creative achievement.…”

Section: Introductionmentioning

confidence: 99%

Brain flexibility associated with need for cognition contributes to creative achievement

Zhuang

Liu

et al. 2019

Psychophysiology

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Advances in graph‐theoretic models of networks have made it possible to investigate the topological properties of the human brain across time and space. Brain flexibility is defined as the frequency with which brain regions switch between different functional modules over time and has been shown to correlate with higher‐order cognitive functions. Need for cognition (NFC) refers to a personality trait to engage in and enjoy effortful cognitive endeavors and usually has a positive effect on diverse cognitive activities (e.g., creativity), which may also be closely related to brain flexibility. Here, we tested whether the flexibility of a large‐scale brain network associated with NFC facilitated creative achievement. Robust correlation analyses showed that NFC correlates with the flexibility of the insula, the medial prefrontal cortex, and the putamen at the node level. Several large‐scale brain networks whose flexibility also correlated with NFC, including the default mode network, salience network, subcortical network, ventral attention network, and control network, imply that higher NFC individuals may exhibit better cognitive abilities, such as executive control, salient detection, spontaneous thought, and motivation function. Interestingly, only global flexibility acted as a mediator in the relationship between NFC and creative achievement, suggesting that the mediating mechanism may involve an interaction between distinct regions or large‐scale networks across the entire brain instead of the functional characteristic of local regions. Together, we demonstrate that the higher NFC is, the more flexible the brain, which may provide a potential insight into the acquisition of creative achievement.

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“…In this regard, perseverance and the willingness to invest mental effort might be other promising variables that could explain which students employ distributed practice on a self-regulated basis. In fact, females outperform males on these and other related motivational variables ( Neigel et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Distributed Practice: Rarely Realized in Self-Regulated Mathematical Learning

Nazari

Ebersbach

2018

Front. Psychol.

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The purpose of the present study was to investigate the effect and use of distributed practice in the context of self-regulated mathematical learning in high school. With distributed practice, a fixed learning duration is spread over several sessions, whereas with massed practice, the same time is spent learning in one session. Distributed practice has been proven to be an effective tool for improving long-term retention of verbal material and simple procedural knowledge in mathematics, at least when the practice schedule is externally guided. In the present study, distributed practice was investigated in a context that required a higher degree of self-regulation. In total, 158 secondary school students were invited to participate. After motivational and cognitive characteristics of the students were assessed, the students were introduced to basic statistics, a topic of their regular curriculum. At the end of the introduction, the students could sign up for the study to further practice this content. Eighty-seven students did so and were randomly assigned either to the distributed or to the massed practice condition. In the distributed practice condition, they received three practice sets on three different days. In the massed practice condition, they received the same three sets, but all on one day. All exercises were worked in the context of self-regulated learning at home. Performance was tested 2 weeks after the last practice set. Only 44 students finished the study, which hampered the analysis of the effect of distributed practice. The characteristics of the students who completed the exercises were analyzed exploratory: The proportion of students who finished all exercises was significantly higher in the massed than in the distributed practice condition. Within the distributed practice condition, a significantly larger proportion of female students completed the exercises compared to male students. Additionally, among these female students, a larger proportion showed lower concentration difficulty. No such differential effects were revealed in the massed practice condition. Our results suggest that the use of distributed practice in the context of self-regulated learning might depend on learner characteristics. Accordingly, distributed practice might obtain more reliable effects in more externally guided learning contexts.

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Need for Cognition and Motivation Differentially Contribute to Student Performance

Cited by 13 publications

References 32 publications

Need for Cognition and Trait Emotional Intelligence in Relation to Academic Achievement of Higher Secondary Students

Need for Cognition and Trait Emotional Intelligence in Relation to Academic Achievement of Higher Secondary Students

Brain flexibility associated with need for cognition contributes to creative achievement

Distributed Practice: Rarely Realized in Self-Regulated Mathematical Learning

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