Trajectories from academic intrinsic motivation to need for cognition and educational attainment

Gottfried, Adele Eskeles; Nylund‐Gibson, Karen; Gottfried, Allen W.; Morovati, Diane; Gonzalez, Amber M.

doi:10.1080/00220671.2016.1171199

Cited by 21 publications

(22 citation statements)

References 51 publications

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“…General cognitive ability is an example of one such common cause. General cognitive ability is positively associated with self-reported interest in politics (Prior 2018), as well as need for cognition (Cacioppo and Petty 1982;Gottfried et al 2017). Thus, people with higher cognitive ability will tend to have greater (prior) exposure to policy-relevant information, as well as a higher propensity to engage in effortful thinking.…”

Section: Tests Using Covariate Designsmentioning

confidence: 99%

Estimating the causal effects of cognitive effort and policy information on party cue influence

Tappin¹

2021

Preprint

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Why do party cues influence public opinion? A long-standing and influential theory holds that party cues function as heuristics, stand-ins for the lack of policy information and motivation to engage in effortful thinking that characterizes the average person. A key prediction follows that the influence of party cues would diminish if only people were to possess more information about policy, a greater propensity for effortful thinking, or both. This prediction has escaped decisive empirical testing to date, leaving in its wake a string of mixed results. Here, we characterize the challenges that limit previous tests, and we report on two large, novel experiments designed to overcome these challenges. Our experiments indicate that exposure to substantive policy information causally attenuates the influence of party cues, but engagement in effortful thinking per se does not. Our results provide new evidence, and have diverse implications, for the heuristic theory of party cue influence.

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Section: Tests Using Covariate Designsmentioning

confidence: 99%

Estimating the causal effects of cognitive effort and policy information on party cue influence

Tappin¹

2021

Preprint

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“…Mahasiswa tersebut memilih jurusan, karena adanya keinginan atau dorongan orang tua dan/atau rekan rekan yang mempengaruhi minat dan motivasi belajar lebih lanjut pada jurusan yang mereka pilih. Hal ini didukung penelitian yang menyatakan bahwa motivasi dapat dipengaruhi faktor lingkungan, lingkungan fisik, pengalaman hidup, persepsi diri dan karakteristik yang berbeda dari masing-masing individu (Barrett, Patock-Peckham, Hutchinson, dan Nagoshi, 2005;Uyulgan dan Akkuzu, 2014 (Deci, Olafsen, dan Ryan, 2017;Gottfried et al, 2017;Shia, 1998). Sehingga, penelitian ini bertujuan untuk mengeksplorasi dan memahami hasrat belajar mahasiswa sehingga dapat memaksimalkan academic performance.…”

Section: Pendahuluanunclassified

Academic Intrinsic Motivation (Aim) : Memahami Hasrat Belajar Mahasiswa terhadap Academic Performance

Yunita

2020

JMTT

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Tujuan penelitian ini untuk mengeksplorasi dan memahami hubungan antara academic intrinsic motivation (AIM) dan academic performance pada mahasiswa jurusan manajemen Universitas Bhayangkara Jakarta Raya. Desain penelitian ini adalah metode kuantitatif dengan jenis penelitian non-eksperimental. Responden penelitian adalah 152 mahasiswa. Hasil analisis menjukkan bahwa pengaruh orang tua dan lingkungan diciptakan dan diarahkan pada hasrat belajar yang tinggi dapat meningkatkan self-awareness pada mahasiswa. Ini berarti konsep academic intrinsic motivation (AIM) dapat diaplikasinkan untuk meningkatkan academic performance dan kompetensi personal.

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“…Some individuals have a strong tendency to engage in and enjoy effortful thought, while other individuals have a weaker tendency to do this. NFC has been investigated in studies of framing (Chatterjee et al, 2000;Kuvaas and Kaufmann, 2004), motivation (Gottfried et al, 2017), and training (Towler and Dipboye, 2006), among others. These areas of research have benefited from including individual difference traits, such as NFC to uncover moderation effects (Chatterjee et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

Need for Cognition Is Positively Related to Promotion Focus and Negatively Related to Prevention Focus

et al. 2021

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Need for cognition (NFC) and regulatory focus (RF) are important variables with individual differences relevant to motivation and goal pursuit. These constructs are widely used in the literature, often separately; no work has simultaneously examined the need for cognition scale (NCS) and Lockwood’s general regulatory focus measure (GRFM). Here, we explore shared theoretical underpinnings of the two constructs and assess whether they may be driven by common underlying factors. Considering purported overlaps between these scales and other constructs (e.g., personality and cognitive processes), we take a strong inference approach to test hypothesized bridges between the two measures. In a large (N = 853) sample, we found NCS to be related positively to GRFM promotion and negatively to GRFM prevention scores, suggesting mutual ties with behavioral inhibition system/behavioral activation system, intrinsic motivation, openness, and creativity. A generalized approach motivation, as well as intrinsic motivation, may thus drive both NFC and RF.

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Trajectories from academic intrinsic motivation to need for cognition and educational attainment

Cited by 21 publications

References 51 publications

Estimating the causal effects of cognitive effort and policy information on party cue influence

Estimating the causal effects of cognitive effort and policy information on party cue influence

Academic Intrinsic Motivation (Aim) : Memahami Hasrat Belajar Mahasiswa terhadap Academic Performance

Need for Cognition Is Positively Related to Promotion Focus and Negatively Related to Prevention Focus

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