STUDENTS’ DESIRE TO ENGAGE IN COGNITIVE ACTIVITIES, FAMILY OF ORIGIN CHARACTERISTICS AND NEED FOR COGNITION SCORES

TitleSTUDENTS’ DESIRE TO ENGAGE IN COGNITIVE ACTIVITIES, FAMILY OF ORIGIN CHARACTERISTICS AND NEED FOR COGNITION SCORES
Publication TypeJournal Article
Year of Publication2011
AuthorsPopoviciu, SA, Barbu, A, Costea, D, Culda, L, Culda, S
JournalProblems of Education in the 21st Century
Volume33
Start Page62-72
Date PublishedAugust/2011
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 953265
Keywordscognitive activities, family of origin, need for cognition
Abstract

In this research 30 graduate students were asked to complete the Need for Cognition Scale. The individual scores were compared with: (1) school performance and the desire to engage in cognitive activities measured by: grade point average, the last three books read and interest in recent social events; (2) number of members in family of origin—especially the number of siblings—parental educational attainment, perceived cognitive abilities of siblings, rural-urban differences and parental encouragement of education; (3) gender, age and sibling position. A qualitative analysis of students’ subjective perspectives on need for cognition scores was also included. The results of this research show that participants with a higher need for cognition were more likely to have a higher level of school performance and a greater desire to engage in effortful cognitive activities. Participants that had a higher sibling position, parents with a higher level of educational attainment and that came from an urban background scored higher on need for cognition scale. Participants with a lower need for cognition had a larger number of siblings and perceived the cognitive abilities of siblings as higher. Parental encouragement of education, gender and age of participants were unrelated to the need for cognition scores.

URLhttp://journals.indexcopernicus.com/abstracted.php?level=5&icid=953265
Refereed DesignationRefereed
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