Need for Cognition and Motivation Differentially Contribute to Student Performance

Autor/inn/en	Neigel, Alexis R.; Behairy, Saif; Szalma, James L.
Titel	Need for Cognition and Motivation Differentially Contribute to Student Performance
Quelle	In: Journal of Cognitive Education and Psychology, 16 (2017) 2, S.144-156 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
DOI	10.1891/1945-8959.16.2.144
Schlagwörter	Undergraduate Students; Student Motivation; Academic Achievement; Schemata (Cognition); Grade Point Average; College Entrance Examinations; Standardized Tests; Achievement Need; Self Efficacy; Self Esteem; Academic Persistence; Self Concept Measures; STEM Education; Correlation; Scores; High School Students; Predictor Variables; ACT Assessment; SAT (College Admission Test); Need for Cognition Scale; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; Cognition; Schema; Kognition; Aufnahmeprüfung; Standadised tests; Standardisierter Test; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; STEM; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The need for cognition and motivation are related to performance in school and standardized tests. In this study, 422 students completed a battery of individual difference measures and reported their scores on the American College Testing (ACT) exam, Scholastic Aptitude Test (SAT), high school grade point average (GPA), major GPA, and overall college GPA. Need for cognition was positively related to ACT and SAT scores, respectively, but not GPA. Achievement motivation was positively correlated with high school GPA, major GPA, overall college GPA, ACT score, and SAT score. The results showed that need for cognition may be related to standardized testing performance, whereas motivation, particularly achievement motivation, is related to performance in the classroom and in the major. Our results indicate that the need for cognition is distinct from the enjoyment of thinking and motivation toward challenge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01