Students' need for cognition affects their information seeking behavior

Mokhtari, Heidar; Davarpanah, Mohammad Reza; Dayyani, Mohammad-Hossein; Ahanchian, Mohammad Reza

doi:10.1108/nlw-07-2013-0060

Cited by 14 publications

(5 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Individuals scoring high on NFC engage in more thorough information searches (Curşeu 2011;Heidar et al 2013), are more likely to recall information and arguments and generate more alternative solutions to problems (Cacioppo et al 1996), all processes conducive for high educational attainment. More recent research (Therriault et al 2015), also shows that NFC also influences the choice of leisure activities, with people scoring high in NFC preferring leisure activities high on cognitive load.…”

Section: Hypothesesmentioning

confidence: 99%

Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality

2017

View full text Add to dashboard Cite

Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative learning effectiveness. Our results show that the proportion of women in groups, and the group level need for cognition and core self-evaluations (within group average) positively predict discussion quality that in turn predicts group (academic) performance. Our results show that discussion quality fully mediates the effects of need for cognition and core self-evaluations on group performance. The effect for gender diversity on group performance is only partly mediated by discussion quality.

show abstract

Section: Hypothesesmentioning

confidence: 99%

Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality

2017

View full text Add to dashboard Cite

show abstract

“…Moreover, college students exhibit serious information avoidance behaviors in academic reading, which requires cultivating their interest in reading and curiosity, and enhancing their selfefficacy [15]. In academic information acquisition, their level of information seeking is closely related to their level of cognitive needs [13].…”

Section: Literature Review and Questioningmentioning

confidence: 99%

An Empirical Statistical Research on Chinese College Students’ Academic Reading Behavior Based on a Marxist view of Practice

Liu¹,

Yu²

2023

Atlantis Highlights in Computer Sciences

View full text Add to dashboard Cite

The academic reading situation of Chinese college students does not give grounds for optimism. Improving their academic reading motivation and reading ability has become a top priority. Analysis was performed by SPSS software and supplemented with open-ended questions. This paper explores the relationship between academic practice and academic reading through an independent sample t-test, variance analysis, frequency analysis, and cross-analysis. It is concluded that project guidance is the core of, and teacher-student communication is the driving force behind, academic reading, which is ultimately implemented through peer sharing. Therefore, the corresponding management departments and educational institutions should make efforts in the above three categories to promote the improvement of college students' reading motivation and reading ability.

show abstract

“…Individuals scoring high on need for cognition have been found to be highly intrinsically motivated to seek information (e.g., Das et al, 2003; Mokhtari et al, 2013) and to prefer complex cognitive tasks over simple ones (e.g., See et al, 2009). Moreover, there is evidence for more elaborated information processing.…”

Section: Previous Empirical Research On Risk Communicationmentioning

confidence: 99%

Same Score, Different Audience, Different Message: Perceptions of Sex Offense Risk Depend on Static-99R Risk Level and Personality Factors of the Recipient

et al. 2023

View full text Add to dashboard Cite

There are multiple ways to report risk scale results. Varela et al. (2014) found that Static-99R results were interpreted differently by prospective jurors based on risk level (high vs low) and an interaction between risk level and risk communication format (categorical, absolute estimate, and risk ratio). We adapted and extended Varela et al.’s (2014) study using updated Static-99R norms, recruiting a population-wide sample ( n = 166), and adding variables assessing the personality factors ‘cognitive motivation’ (i.e., need for cognition) and ‘attitudinal affect’ (i.e., attitudes toward sex offenders, authoritarianism). We found a main effect of risk level and no effect of either communication format or the interaction between the two. Adding the personality variables increased explained variance from 9% to 34%, suggesting risk perception may be more about the personality of the person receiving the information than the information itself. We also found an interaction between attitudes toward sex offenders and risk level. Our results suggest risk perception might be better understood if personality factors are considered, particularly attitudes toward sex offenders. Because biases/personality of the person receiving the information are unknown in real world settings we argue that sharing multiple methods for communicating risk might be best and more inclusive.

show abstract

Students' need for cognition affects their information seeking behavior

Cited by 14 publications

References 15 publications

Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality

Gender diversity and motivation in collaborative learning groups: the mediating role of group discussion quality

An Empirical Statistical Research on Chinese College Students’ Academic Reading Behavior Based on a Marxist view of Practice

Same Score, Different Audience, Different Message: Perceptions of Sex Offense Risk Depend on Static-99R Risk Level and Personality Factors of the Recipient

Contact Info

Product

Resources

About