Need for Cognition and Approaches to Learning among University Students

Ana‐Maria Cazan · Elena-Simona Indreica

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Learning Styles and Cognitive Differences Evaluation of Teaching Practices Educational Strategies and Epistemologies

Abstract

This study explores the relationships among need for cognition and approaches to learning. We used the Need for Cognition Scale (Cacioppo & Petty, 1982), the short form and the Inventory of Learning Styles (Vermunt & Vermetten, 2004). The results revealed that the Need for Cognition Scale is a reliable measure, with a high Alfa Cronbach coefficient. The results showed that students with a high need for cognition engage frequently in deep learning activities, using strategies such as critical processing, relating and structuring while students with a low level of the need for cognition use strategies such as memorizing and rehearsing.

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References

1982The need for cognition.1996Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition.1983Effects of need for cognition on message evaluation, recall, and persuasion.2004Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations 2011Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement 2005Metacognition, need for cognition and use of explanations during ongoing learning and problem solving 2005Measuring the need for cognition: Item polarity, dimensionality, and the relation with ability 2006The Relationship between the Need for Cognition, Metacognition, and Intellectual Task Performance.

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2020The Importance of Teachers’ Need for Cognition in Their Use of Technology in Mathematics Instruction

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