How need for cognition affects the processing of achievement-related information

被引：23

作者：

Dickhaeuser, Oliver ^{[1
]}

Reinhard, Marc-Andre

Diener, Claudia ^{[2
]}

Bertrams, Alex

机构：

[1] Univ Mannheim, Fac Social Sci, Chair Educ Psychol, D-68131 Mannheim, Germany

[2] Univ Saarland, D-66041 Saarbrucken, Germany

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2009年 / 19卷 / 02期

关键词：

Expectancies of success; Personality traits and processes; Need for cognition; DISPOSITIONAL DIFFERENCES;

D O I：

10.1016/j.lindif.2008.11.003

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The present article analyzed, how need for cognition (NFC) influences the formation of performance expectancies. When processing information, individuals with lower NFC often rely on salient information and shortcuts compared to individuals higher in NFC. We assume that these preferences of processing will also make individuals low in NFC more responsive to salient achievement-related cues because the processing of salient cues is cognitively less demanding than the processing of non-salient cues. Therefore, individuals lower in NFC should tend to draw wider ranging inferences from salient achievement-related information. In a sample of N = 197 secondary school students, achievement-related feedback (grade on an English examination) affected changes in expectancies in non-corresponding academic subjects (e.g., expectation of final grade in mathematics or history) when NFC was lower, whereas for students with higher NFC, changes in expectancies in non-corresponding academic Subjects were not affected. (C) 2008 Elsevier Inc. All rights reserved.

引用

页码：283 / 287

页数：5

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