Psychosocial Determinants of the Need for Cognition in Individuals with High Academic Achievements

Agnieszka Żmuda

doi:10.18290/rpsych2023.0004

Published : 2023-02-21

Vol. 26 No. 1 (2023)

Psychosocial Determinants of the Need for Cognition in Individuals with High Academic Achievements

Agnieszka Żmuda

https://orcid.org/0000-0001-8767-9375

DOI: https://doi.org/10.18290/rpsych2023.0004

Abstract

The aim of the research was to verify what factors determine the level of the need for cognition (NFC) in students and doctoral students with high academic achievements. The project involved 207 participants: 102 individuals with high achievements and 105 without great scientific successes. The following tools were used: the Questionnaire of the Need for Cognition (in Polish adaptation), the Formal Characteristics of Behavior – Temperament Questionnaire Revised Version, the Popular Emotional Intelligence Questionnaire and the Questionnaire of Retrospectively Perceived Parental Attitudes. Research results indicate that in people with high academic achievement, emotional intelligence, activity and perceived mother’s inconsistency positively influence the need for cognition. In the comparison group, emotional intelligence is a positive predictor of NFC and the perceived attitude of father’s inconsistency is a negative predictor of NFC.

Keywords:

need for cognition, temperament, emotional intelligence, parental attitudes, academic achievements

Details

References

Statistics

Authors

Download files

pdf

Altmetric indicators

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

References

Al-Elaimat, A., Adheisat, M., & Alomyan, H. (2018). The relationship between parenting styles and emotional intelligence of kindergarten children. Early Child Development and Care, 190(4), 478–488. https://doi.org/10.1080/03004430.2018.1479403

Arias, J., Soto-Carballo, J. G., & Pino-Juste, M. R. (2022). Emotional intelligence and academic motivation in primary school students. Psicologia: Reflexao e Critica, 35(14). Advance online publication. https://doi.org/10.1186/s41155-022-00216-0

Bar-On, R. (1997). EQ-i. BarOn Emotional Quotient Inventory: A measure of emotional intelligence. User’s manual. Multi-Health Systems.

Buss, A. H., & Plomin, R. (1984). Temperament: Early developing personality traits. Erlbaum.

Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42(1), 116–131. https://doi.org/10.1037/0022-3514.42.1.116

Cacioppo, J. T., Petty, R.E., Feinstein, J. A., Jarvis, W. B. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition. Psychological Bulletin, 119(2), 197–253.

Cacioppo, J. T., Petty, R. E., & Morris, K. J. (1983). Effects of need for cognition on message evaluation, recall, and persuasion. Journal of Personality and Social Psychology, 45(4), 805–818. https://doi.org/10.1037/0022-3514.45.4.805

Cameron, M., Cramer, K. M., & Manning, D. (2020). Relating parenting styles to adult emotional intelligence: A retrospective study. Athens Journal of Social Sciences, 7(3), 185–196.

Chen, P., Zhang, J., Xu, N., Zhang, K., & Xiao, L. (2021). The relationship between need for cognition and adolescents’ creative self-efficacy: The mediating roles of perceived parenting behaviors and perceived teacher support. Current Psychology. Advance online publication. https://doi.org/10.1007/s12144-021-02122-7

Colling, J., Wollschläger, R., Keller, U., Preckel, F., & Fischbach, A. (2022). Need for cognition and its relation to academic achievement in different learning environments. Learning and Individual Differences, 93, Article 102110. https://doi.org/10.1016/j.lindif.2021.102110

Cyniak-Cieciura, M., Zawadzki, B., & Strelau, J. (2016). FCZ-KT(R) Formalna Charakterystyka Zachowania – Kwestionariusz Temperamentu w wersji zrewidowanej [FCZ-KT(R) Formal Characteristics of Behavior: Temperament Questionnaire in Revised Version]. Pracownia Testów Psychologicznych PTP.

Dickhäuser, O., & Reinhard, M. A. (2010). How students build their performance expectancies: The importance of need for cognition. European Journal of Psychology of Education, 25(3), 399–409. https://doi.org/10.1007/s10212-010-0027-4

Engin, G. (2020). An examination of primary school students’ academic achievements and motivation in terms of parents’ attitudes, teacher motivation, teacher self-efficacy and leadership approach. International Journal of Progressive Education, 16(1), 257–276. https://doi.org/10.29329/ijpe.2020.228.18

Estrada, M., Monferrer, D., Rodríguez, A., & Moliner, M. Á. (2021). Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. Sustainability, 13(4), Article 1721. https://doi.org/10.3390/su13041721

Fleischhauer, M., Miller, R., Enge, S., & Albrecht, T. (2014). Need for cognition relates to low-level visual performance in a metacontrast masking paradigm. Journal of Research in Personality, 48, 45–50. https://doi.org/10.1016/j.jrp.2013.09.007

Goleman, D. (1995). Emotional intelligence. Bantam Books.

Grass, J., Strobel, A., & Strobel, A. (2017). Cognitive investments in academic success: The role of need for cognition at university. Frontiers in Psychology, 8, Article 790. https://doi.org/10.3389/fpsyg.2017.00790

Gwiazdowska-Stańczak, S., Płudowska, M., & Garbowski, M. (2021). Perceived parental attitudes of the father and the school achievements of adolescents. Current Issues in Personality Psychology, 9(4), 341–353. https://doi.org/10.5114/cipp.2021.108736

Jaworowska, A., & Matczak, A. (2005). Popularny Kwestionariusz Inteligencji Emocjonalnej PKIE. Podręcznik [The Popular Emotional Intelligence Questionnaire PKIE: Manual]. Pracownia Testów Psychologicznych PTP.

Jaworowska, A., & Matczak, A. (2008). Kwestionariusz Inteligencji Emocjonalnej INTE. Podręcznik [Emotional Intelligence Questionnaire INTE: Manual]. Pracownia Testów Psychologicznych PTP.

Kadzikowska-Wrzosek, R. (2011). Postawy rodzicielskie a zdolności w zakresie samoregulacji: Wychowawcze uwarunkowania gratyfikacji podstawowych potrzeb, internalizacji standardów oraz siły woli [Parental attitudes and self-regulatory abilities: educational determinants of gratification of basic needs, internalization of standards and willpower]. Psychologia Rozwojowa, 16(4), 89–108.

Lee, J., Yu, H., & Choi, S. (2012). The influences of parental acceptance and parental control on school adjustment and academic achievement for South Korean children: The mediation role of self-regulation. Asia Pacific Education Review, 13(2), 227–237. https://doi.org/10.1007/s12564-011-9186-5

Luong, C., Strobel, A., Wollschläger, R., Greiff, S., Vainikainen, M. P., & Preckel, F. (2017). Need for cognition in children and adolescents: Behavioral correlates and relations to academic achievement and potential. Learning and Individual Differences, 53, 103–113. https://doi.org/10.1016/j.lindif.2016.10.019

Łodygowska, E., & Chęć, M. (2020). Związki między inteligencją emocjonalną a retrospektywną oceną postaw rodzicielskich [Relationships between emotional intelligence and retrospective assessment of parental attitudes]. Psychologia Wychowawcza, 59(17), 51–64. https://doi.org/10.5604/01.3001.0014.2649

Łubianka, B., & Sękowski, A. E. (2016). Świat wartości uczniów zdolnych [The world of values of gifted students]. Towarzystwo Naukowe KUL.

Matczak, A., & Piekarska, J. (2011). Test rozumienia emocji TRE. Podręcznik [Emotion understanding test TRE: Manual]. Pracownia Testów Psychologicznych PTP.

Matusz, P. J., Traczyk, J., & Gąsiorowska, A. (2011). Kwestionariusz Potrzeby Poznania – konstrukcja i weryfikacja empiryczna narzędzia mierzącego motywację poznawczą [The Need for Cognition Questionnaire – construction and empirical verification of a tool measuring cognitive motivation]. Psychologia Społeczna, 2(17), 113–128.

Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. https://doi.org/10.1177/1754073916639667

Mayer, J. D., & Salovey, P. (1999). Czym jest inteligencja emocjonalna? [What is emotional intelligence?]. In P. Salovey & D. J. Sluyter (Eds.), Rozwój emocjonalny a inteligencja emocjonalna: problemy edukacyjne [Emotional development and emotional intelligence: educational implications] (M. Karpiński, Trans.) (pp. 23–69). Dom Wydawniczy Rebis. (Original work published 1997).

Nguyen, Q. A. N., Tran, T. D., Tran, T. A., Nguyen, T. A., & Fisher, J. (2020). Perceived parenting styles and emotional intelligence among adolescents in Vietnam. The Family Journal, 28(4), 441–454. https://doi.org/10.1177/1066480719896558

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9

Plopa, M. (2008). KPR-Roc – Kwestionariusz Retrospektywnej Oceny Postaw Rodziców [KPR-Roc: Questionnaire of Retrospectively Perceived Parental Attitudes]. Wizja Press & IT.

Plopa, M. (2011). Psychologia rodziny. Teoria i badania [Family psychology: Theory and Research]. Oficyna Wydawnicza Impuls.

Pracka, J. (2021). Temperament i płeć a inteligencja emocjonalna [Temperament and gender versus emotional intelligence]. Liberi Libri.

Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, R. M. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology, social, emotional, personality development (pp. 105–176). Wiley & Sons.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi. org/10.1037/0003-066X.55.1.68

Sękowski, A. E. (2006). Stymulowanie rozwoju zdolności w świetle teorii inteligencji sprzyjającej powodzeniu życiowemu Roberta J. Sternberga [Stimulation of abilities development in the light of R. J. Sternberg’s theory of successful intelligence]. Roczniki Psychologiczne, 9(1), 95–105.

Sękowski, A. E., & Dudek, A. (2016). Potrzeba poznania jako czynnik wspierający rozwój zdolności [The need for cognition as a factor supporting the development of abilities]. Psychologia Wychowawcza, 51(9), 11–25.

Sękowski, A. E., & Gwiazdowska-Stańczak, S. (2017). Postrzeganie postaw rodzicielskich przez uczniów z wysokimi osiągnięciami szkolnymi [Perception of parental attitudes by students with high school achievement]. Czasopismo Psychologiczne, 23(1), 121–135.

Siregar, Y. E. Y., Zulela, M. S., Prayuningtyas, A. W., Rachmadtullah, R., & Pohan, N. (2018). Self regulation, emotional intelligence with character building in elementary school. Advances in Social Science, Education and Humanities Research, 251, 315–318. https://doi.org/10.2991/acec-18.2018.72

Soubelet, A., & Salthouse, T. A. (2017). Does need for cognition have the same meaning at different ages? Assessment, 24(8), 987–998. https://doi.org/10.1177/1073191116636449

Strelau, J. (2002). Psychologia różnic indywidualnych [Psychology of individual differences]. Wydawnictwo Naukowe Scholar.

von Stumm, S., & Ackerman, P. L. (2013). Investment and intellect: A review and metaanalysis. Psychological Bulletin, 139(4), 841–869. https://doi.org/10.1037/a0030746

Żmuda, A., Sękowski, A. E., & Szymczak, I. (2021). Potrzeba poznania a inteligencja emocjonalna u osób z wysokimi osiągnięciami edukacyjnymi [The need for cognition and emotional intelligence in individuals with high academic achievements]. Przegląd Psychologiczny, 64(3), 67–80. https://doi.org/10.31648/pp.7331

Żmuda, A., & Sękowski A. E. (2021a). Mediacyjna rola inteligencji emocjonalnej w związkach temperamentu z potrzebą poznania u osób z wysokimi osiągnięciami akademickimi [The mediating role of emotional intelligence in the relationship between temperament and the need for cognition in people with high academic achievement]. Polskie Forum Psychologiczne, 26(2), 123–140. https://doi.org/10.34767/PFP.2021.02.01

Żmuda, A., & Sękowski, A. E. (2021b). Retrospektywnie spostrzegane postawy rodzicielskie a potrzeba poznania u osób z wysokimi osiągnięciami akademickimi [Retrospectively perceived parental attitudes and the need for cognition in people with high academic achievement]. Psychologia Wychowawcza, 61(19), 7–18.