Learning the Hard Way: Need for Cognition Influences Attitudes toward and Self-Reported Use of Desirable Difficulties

Autor/inn/en	Weissgerber, Sophia C.; Reinhard, Marc-André; Schindler, Simon
Titel	Learning the Hard Way: Need for Cognition Influences Attitudes toward and Self-Reported Use of Desirable Difficulties
Quelle	In: Educational Psychology, 38 (2018) 2, S.176-202 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weissgerber, Sophia C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1387644
Schlagwörter	Schemata (Cognition); Factor Structure; Correlation; Metacognition; Prediction; Grades (Scholastic); Academic Achievement; Cognitive Processes; Learning Strategies; Self Concept; Statistical Analysis; Foreign Countries; College Students; High Schools; Student Attitudes; Germany + Suchen Sie Ihr Suchwort? Cognition; Schema; Kognition; Faktorenstruktur; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorhersage; Notenspiegel; Schulleistung; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstkonzept; Statistische Analyse; Ausland; Collegestudent; High school; Oberschule; Schülerverhalten; Deutschland
Abstract	We investigate the relationship between Need for Cognition (NFC), attitude towards and self-reported application of different desirable difficulties in self-regulated learning. Students with a higher NFC should be more appreciative and prone to use desirable difficulties because of a match between the learner's attributes and the learning task requirements: cognitively effortful learning conditions will be preferred by students with a higher propensity for cognitive challenges. Supporting our hypotheses, we show that indeed a higher NFC positively relates to attitudes and use of different desirable difficulties (Study 1-2), especially to self-generating of materials and predictions, but weaker and inconsistently to interleaving/spacing and self-testing/practicing. While self-generating of contents and predictions loaded on one factor, and interleaving/spacing together with self-testing/practicing loaded on another factor, this two-factor structure was reliably obtained for self-reported use, yet for attitudes a one-factor structure did fit. Most importantly though, the observed relationship between NFC and different desirable difficulties could neither be explained by high school graduation grade, indicating academic competence (Study 1), nor by academic self-concept as one's perception of one's academic abilities (Study 2). Results are discussed within an information-processing framework related to implications for desirable difficulties as learning strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01