Year: 2014
Type: conference-paper
Study design: Observational Study
Abstract: 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.
Authors: Ana-Maria Cazan, Simona Elena Indreica
Institution: Transilvania University of Brașov
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2083852935