<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Salomea A.  Popoviciu</style></author><author><style face="normal" font="default" size="100%">Anna  Barbu</style></author><author><style face="normal" font="default" size="100%">Damaris  Costea</style></author><author><style face="normal" font="default" size="100%">Lavinia  Culda</style></author><author><style face="normal" font="default" size="100%">Sergiu  Culda</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ DESIRE TO ENGAGE IN COGNITIVE ACTIVITIES, FAMILY OF ORIGIN CHARACTERISTICS AND NEED FOR COGNITION SCORES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive activities</style></keyword><keyword><style  face="normal" font="default" size="100%">family of origin</style></keyword><keyword><style  face="normal" font="default" size="100%">need for cognition</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406576193.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">33</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">62-72</style></section></record></records></xml>