@article {584,
	title = {STUDENTS{\textquoteright} DESIRE TO ENGAGE IN COGNITIVE ACTIVITIES, FAMILY OF ORIGIN CHARACTERISTICS AND NEED FOR COGNITION SCORES},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {62-72},
	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{\textemdash}especially the number of siblings{\textemdash}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{\textquoteright} 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.},
	keywords = {cognitive activities, family of origin, need for cognition},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.62},
	url = {https://oaji.net/articles/2014/457-1406576193.pdf},
	author = {Salomea A.  Popoviciu and Anna  Barbu and Damaris  Costea and Lavinia  Culda and Sergiu  Culda}
}
