Need for cognition and approaches to learning among university students

被引：35

作者：

Cazan, Ana-Maria ^{[1
]}

Indreica, Simona Elena ^{[1
]}

机构：

[1] Univ Transilvania Brasov, Eroilor 29, Brasov 500036, Romania

来源：

INTERNATIONAL CONFERENCE PSYCHOLOGY AND THE REALITIES OF THE CONTEMPORARY WORLD (PSIWORLD 2013), 4TH EDITION | 2014年 / 127卷

关键词：

Learning strategies; need for cognition; surface learning strategies; deep learning strategies; intrinsic motivation; DISPOSITIONAL DIFFERENCES; PERFORMANCE;

D O I：

10.1016/j.sbspro.2014.03.227

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2014 The Authors. Published by Elsevier Ltd.

引用

页码：134 / 138

页数：5

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