The many foibles of Likert scales challenge claims that self-report measures of self-control are better than performance-based measures

Self-control and executive functioning are often treated as highly related psychological constructs. However, measures of each rarely correlate with one another. This reflects some combination of true separability between the constructs and measurement differences. Traditionally, executive functioning is objectively measured as performance on computer-controlled tasks in the laboratory, whereas self-control is subjectively measured with self-report scales of predispositions and behaviors in everyday life. Self-report measures tend to better predict outcomes that should be affected by individual differences in control. Our two studies show that the original version of Tangney, Baumeister, and Boone's brief self-control scale (consisting of four positive and nine negative items) strongly correlates with self-esteem, mental health, fluid intelligence, but only weakly with satisfaction with life and happiness. Four variants of the original scale were created by reverse-wording the 13 original items and recombining them to form, for example, versions with all positive or all negative items. As the proportion of items with positive valence increased: (1) the outcomes with strong correlations in the original scale weakened and the weak correlations strengthened and (2) the mean overall scores increased. Both studies replicated a common finding that the original scale yields two factors in an exploratory factor analysis. However, the second factor is generated by method differences, namely, having items with both positive and negative valence. The second factor is induced by the common practice of reverse-coding the items with negative valence and the faulty assumption that Likert scales are equal-interval scales with a neutral-point at midscale.

Need for Cognition is associated with a preference for higher task load in effort discounting

When individuals set goals, they consider the subjective value (SV) of the anticipated reward and the required effort, a trade-off that is of great interest to psychological research. One approach to quantify the SVs of levels of difficulty of a cognitive task is the Cognitive Effort Discounting Paradigm by Westbrook and colleagues (2013). However, it fails to acknowledge the highly individual nature of effort, as it assumes a unidirectional, inverse relationship between task load and SVs. Therefore, it cannot map differences in effort perception that arise from traits like Need for Cognition, since individuals who enjoy effortful cognitive activities likely do not prefer the easiest level. We replicated the analysis of Westbrook and colleagues with an adapted version, the Cognitive and Affective Discounting (CAD) Paradigm. It quantifies SVs without assuming that the easiest level is preferred, thereby enabling the assessment of SVs for tasks without objective order of task load. Results show that many of the 116 participants preferred a more or the most difficult level. Variance in SVs was best explained by a declining logistic contrast of the [Formula: see text]-back levels and by the accuracy of responses, while reaction time as a predictor was highly volatile depending on the preprocessing pipeline. Participants with higher Need for Cognition scores perceived higher [Formula: see text]-back levels as less effortful and found them less aversive. Effects of Need for Cognition on SVs in lower levels did not reach significance, as group differences only emerged in higher levels. The CAD Paradigm appears to be well suited for assessing and analysing task preferences independent of the supposed objective task difficulty.Protocol registrationThe stage 1 protocol for this Registered Report was accepted in principle on August 19, 2022. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/CPXTH .

The relation between Self-Control, Need for Cognition and Action Orientation in secondary school students: A conceptual replication study

Self-Control can be defined as the self-initiated effortful process that enables individuals to resist temptation impulses. It is relevant for conducting a healthy and successful life. For university students, Grass et al. found that Need for Cognition as the tendency to engage in and enjoy thinking, and Action Orientation as the flexible recruitment of control resources in cognitively demanding situations, predict Self-Control. Further, Action Orientation partially mediated the relation between Need for Cognition and Self-Control. In the present conceptual replication study, we investigated the relations between Self-Control, Need for Cognition, and Action Orientation in adolescence (N = 892 9th graders) as a pivotal period for the development of self-control. We replicated the findings that Need for Cognition and Action Orientation predict Self-Control and that Action Orientation partially mediates the relation between Need for Cognition and Self-Control. In addition, Action Orientation moderates the relation between Need for Cognition and Self-Control. This result implies that in more action-oriented students Need for Cognition more strongly predicted Self-Control than in less action-oriented students. Our findings strengthen theoretical assumptions that Need for Cognition and Action Orientation are important cognitive and behavioral mechanisms that contribute to the successful exertion of Self-Control.

A Question of Method and Subjective Beliefs

Abstract. Need for Cognition (NFC) describes the relatively stable intrinsic motivation to engage in cognitive endeavors. Recent research has revealed the importance of NFC for affective adjustment, especially in combination with self-control. We followed up on those findings by addressing methodological issues as well as processes that may underlie relations of NFC to self-control. Study 1 ( N = 102) examined whether NFC is associated with self-control independently of the measure or facet considered. Implicit willpower theories, that is, subjective beliefs concerning the limitation of self-control resources, were examined as a mediator for NFC predicting self-control. Higher NFC was associated with increased trait self-control but also with believing in unlimited self-control resources. The relation of NFC to willpower theories also mediated the prediction of trait self-control. Study 2 ( N = 188) replicated relations of NFC to self-control. We further pursued the explanatory approach from Study 1 and experimentally manipulated willpower theories to provide insight into their association with NFC. Willpower theories were related to NFC but had no mediating role in predicting self-control. The experimental manipulation had no impact on situation-specific NFC. Altogether, both studies provided first evidence that relations of NFC to self-control depend on the self-control measure and that willpower theories may be crucial for explaining the association with self-control.

Need for cognition and burnout in teachers – A replication and extension study

Burnout has become more prevalent, mainly in social jobs, and there is evidence that certain personality traits protect against burnout. Only recently, studies have focused on investment traits like Need for Cognition (NFC), the stable intrinsic motivation to seek out and enjoy effortful cognitive activities. This study had three aims: First, the replication of findings by Grass et al. (2018), who investigated NFC and the burnout subscale reduced personal efficacy in student teachers, in a sample of 180 teachers. Second, investigating the role of perceived demands and resources in the context of NFC and burnout. And finally, creating an exploratory model for further research. The results indicated that unlike the student sample, the teachers’ association of NFC and reduced personal efficacy was mediated by self-control but not reappraisal. Teachers with higher NFC and self-control also had lower burnout because they experienced their resources as fitting to the demands.

Measuring Motivation for Cognitive Effort as State

People's motivation to engage in cognitive effort is a variable which is relevant in different psychological domains (e.g., social cognition research). Despite its potential benefits, a psychometrically sound state measure of cognitive motivation is still lacking. We therefore developed the 10-item motivation for cognition (MFC) state scale based on the established conceptualization and measure of trait need for cognition (NFC). In two studies, we examined the psychometric properties of the new measure. Study 1 revealed that the MFC scale reliably measures a one-dimensional construct. Moreover, the MFC scale was related to NFC and choice of task effort in an expected manner. In Study 2, relationships with NFC, achievement motives, self-control capacity, subjective vitality, momentary affect, and choice of task effort provide further preliminary support for the MFC scale as being a valid measure of momentary cognitive motivation. We discuss the utility of the new scale in psychological research and practice.

Cognitive Motivation as a Resource for Affective Adjustment and Mental Health

Background: Depressive symptoms compromise cognitive and self-regulating capacities. Overcoming associated deficits (e.g., attentional bias) demands cognitive effort and motivation. Previous studies on healthy individuals have found cognitive motivation to positively relate to self-regulation and negatively to depressive symptoms. A test of these associations in a clinical sample is lacking. Methods: We assessed cognitive motivation, self-regulation and depressive symptoms by means of well-validated questionnaires in N = 1,060 psychosomatic rehabilitation in-patients before and after treatment. Data were split and analyzed in two steps: We tested previously reported cross-sectional and longitudinal associations of all variables as well as their longitudinal changes in a first sample. Afterward, findings and derived hypotheses were replicated and tested in a second sample. Results: Analyses of both samples confirmed earlier reports on positive associations between cognitive motivation and self-regulation, and negative associations of both with depressive symptoms. While the change in all variables was predicted by their baseline scores, higher baseline cognitive motivation was found to predict stronger improvements in self-regulation, and lower baseline depression scores to predict smaller changes in cognitive motivation and self-regulation. In addition, the change in cognitive motivation partially mediated the association between the changes in depressive symptoms and self-regulation. Conclusion: Based on a large longitudinal data set, the present study expands previous findings and suggests a resource allocation model in which decreasing depressive symptoms lead to a release of capacities benefitting self-regulation directly, and indirectly via cognitive motivation.

No relation of Need for Cognition to basic executive functions

OBJECTIVE

Need for Cognition (NFC) refers to a personality trait describing the relatively stable intrinsic motivation of individuals to invest cognitive effort in cognitive endeavors. Higher NFC is associated with a more elaborated, central information processing style and increased recruitment of resources in cognitively demanding situations. To further clarify the association between cognitive resources and NFC, we examined in two studies how NFC relates to executive functions as basic cognitive abilities.

METHOD

In Study 1, 189 healthy young adults completed an NFC scale and a battery of six commonly used inhibitory control tasks (Stroop, antisaccade, stop-signal, flanker, shape-matching, word-naming). In Study 2, 102 healthy young adults completed the NFC scale and two tasks for each of the three executive functions inhibitory control (go-nogo, stop-signal), shifting (number-letter, color-shape), and working memory updating (two-back, letter-memory).

RESULTS

Using a Bayesian approach to correlation analysis, we found no conclusive evidence that NFC was related to any executive function measure. Instead, we obtained even moderate evidence for the null hypothesis.

CONCLUSIONS

Both studies add to more recent findings that shape the understanding of NFC as a trait that is less characterized by increased cognitive control abilities but rather by increased willingness to invest effort and exert self-control via motivational processes.

Thinking in action: Need for Cognition predicts Self-Control together with Action Orientation

Need for Cognition describes relatively stable interindividual differences in cognitive motivation. Previous research has shown relations of Need for Cognition to Self-Control–a capacity that can be broadly defined as resistance to temptation–yet, the processes underlying this relation remain unclear. One explanation for the prediction of Self-Control by Need for Cognition can be an increased motivation to invest cognitive effort with higher levels of Need for Cognition. Another possible link could be that individual differences in the implementation of Self-Control intentions may play a moderating or mediating role for the predictive value of Need for Cognition. Such individual differences in the self-motivated initiation and maintenance of intentions are described by dispositional Action Orientation. Therefore, in the present study, Action Orientation was examined with regard to its possible role in explaining the relation of Need for Cognition to Self-Control. In a sample of 1209 young adults, Self-Control was assessed with two different self-report instruments and moderation and mediation models of the relationship between Need for Cognition, Action Orientation, and Self-Control were tested. While there was no evidence for a moderating role of Action Orientation in explaining the relation of Need for Cognition and Self-Control, Action Orientation was found to partly mediate this relation with a remaining direct effect of Need for Cognition on Self-Control. These results add to the conceptual understanding of Need for Cognition and demonstrate the relevance of trait variables to predict Self-Control.

Freude am Denken als Schlüssel zum Erfolg? Die Bedeutung von Need for Cognition für subjektives Erleben und Leistung im Studium

Zusammenfassung.Need for Cognition (NFC) beschreibt interindividuelle Unterschiede in der Freude an und der Beschäftigung mit anspruchsvollen kognitiven Aufgaben. Bisherige Forschung im akademischen Kontext untersuchte NFC vorrangig im Zusammenhang mit kognitiven und leistungsbezogenen Variablen. In dieser Studie wurde hingegen die Bedeutung von NFC für Erfolg im Studium insbesondere für subjektives Erleben untersucht. Für ein besseres Verständnis wurde die vermittelnde Rolle der regulativen Merkmale Selbstkontrollkapazität, Strategien der Emotionsregulation und Copingverhalten geprüft. Untersucht wurden Lehramtsstudierende (N = 167) als Gruppe, die bereits im Studium eine erhöhte Beanspruchung zeigt. Erwartungskonform hing NFC mit fast allen regulativen Merkmalen zusammen. Bezogen auf Studienerfolg wurden die Annahmen nur teilweise bestätigt: NFC war mit besseren Studienleistungen und einer höheren subjektiven Leistungsfähigkeit assoziiert. Dabei wurde die Vorhersage wahrgenommener Leistungsfähigkeit über regulative Merkmale vermittelt. Zukünftige Studien sollten untersuchen, weshalb in dieser Stichprobe nur ein Teil der Erlebensaspekte mit NFC zusammenhingen und die Ergebnisse für Studierende anderer Fächer prüfen.

Cognitive Engagement Mediates the Relationship between Positive Life Events and Positive Emotionality

Need for Cognition (NFC) is conceptualized as an individuals' tendency to engage in and enjoy effortful cognitive activity and, thus, captures one's cognitive engagement. It plays a well-established role in information processing in experimental or academic contexts. However, so far comparably little is known about its consequences for other than purely cognitive or academic outcomes. Indeed, NFC is positively associated with personality traits pertaining to Positive Emotionality (PE) and negatively to traits related to Negative Emotionality (NE). Moreover, evidence suggests NFC to be related to an active, problem-focused coping style. We therefore hypothesized NFC to mediate between life events and individual differences in PE and NE. In a sample of N = 202 volunteers from the general population, we observed that the number of past positive and negative life events had direct effects on PE, and NE, respectively, and that for positive life events, a mediating effect on PE via NFC was observed, with a higher number of past positive life events being related to higher NFC that in turn was related to increased PE. Thus, the present results lend support to the notion of NFC as an important factor supporting personal well-being by way of its mediating role between the number of past positive life events and positive affect.

Cognitive Investments in Academic Success: The Role of Need for Cognition at University

Previous research has shown that Need for Cognition (NFC), the individual tendency to engage in and enjoy cognitive endeavors, contributes to academic performance. Most studies on NFC and related constructs have thereby focused on grades to capture tertiary academic success. This study aimed at a more comprehensive approach on NFC's meaning to success in university. We examined not only performance but also rather affective indicators of success. The current sample consisted of 396 students of different subjects with a mean age of 24 years (139 male). All participants took part in an online survey that assessed NFC together with school performance and further personality variables via self-report. Success in university was comprehensively operationalized including performance, satisfaction with one's studies, and thoughts about quitting/changing one's major as indicators. The value of NFC in predicting tertiary academic success was examined with correlation analyses and path analysis. NFC significantly correlated with all success variables with the highest correlation for study satisfaction. Path analysis confirmed the importance of NFC for study satisfaction showing that NFC had a significant direct effect on study satisfaction and via this variable also a significant indirect effect on termination thoughts. This study clearly indicates that NFC broadly contributes to the mastery of academic requirements and that it is worthwhile to intensify research on NFC in the context of tertiary education.

As Atribuições de Causalidade e as Estratégias Autoprejudiciais de Alunos do Curso de Pedagogia

Resumo A autorregulação da aprendizagem é o processo pelo qual um aluno monitora e orienta o próprio aprendizado. Assim, por sua grande importância para uma aprendizagem de qualidade, o presente estudo teve o objetivo de investigar duas variáveis relacionadas à autorregulação: as atribuições de causalidade e o uso de estratégias autoprejudiciais. A amostra foi composta por 164 estudantes, de ambos os sexos, de 18 e 48 anos de idade, matriculados no 2º e 4º anos do curso de Pedagogia de universidades públicas brasileiras. A coleta de dados foi realizada por meio de duas escalas de autorrelato do tipo Likert. Os resultados indicaram que os alunos que atribuíram causas internas ao fracasso e causas externas ao sucesso foram aqueles que relataram maior frequência no uso de estratégias autoprejudiciais. Discute-se a necessidade de analisar as crenças atribucionais e o comportamento estratégico dos alunos universitários em situações de aprendizagem.

The brief self-control scale predicts jail inmates' recidivism, substance dependence, and post-release adjustment

Previous research finds that self-control is positively associated with adaptive and negatively associated with maladaptive behavior. However, most previous studies use cross-sectional designs, low-risk samples, and limited assessments of self-control. This study of 553 jail inmates examined the relationship of a valid measure of self-control (Brief Self-Control Scale) completed on incarceration with behavior before, during, and 1 year after incarceration. After controlling for positive impression management (PIM), self-control was negatively related to substance misuse, suicidality, risky sex, and criminal history prior to incarceration and post-release illegal substance misuse, recidivism, and positive adjustment. Lower self-control predicted increases in substance dependence at post-release compared with pre-incarceration. Self-control was not related to misbehavior during incarceration, nor alcohol use or HIV-risk behavior 1 year post-release. Results were consistent as a function of age, race, and gender. This study supports self-control as an important risk and protective factor in a sample of criminal offenders.

Fostering Self-Regulated Skills in an Educational Psychology Course for Brazilian Preservice Teachers

The relevance of self-regulated learning is well acknowledged by research, and converging evidence suggests that people can be taught self-regulatory skills, thus improving their behavior as learners. Researchers have recommended that educational psychology courses for preservice teachers should help future teachers become better learners as well as more effective teachers. An attempt was made to explore the challenge of creating an effective teaching approach to increase preservice teachers’ awareness of their personal learning. This idea was implemented in an educational psychology course for 26 Brazilian students in a teacher education program at a public university in the interior of the state of São Paulo, Brazil. The procedures employed to foster self-regulatory skills and the results obtained from the experience are discussed in this article. Data were collected on 2 occasions using a self-efficacy for self-regulated learning scale and a general self-reflective activity. A structured diary about the students’ learning experiences was also required. Results showed reported gains in self-regulatory skills, greater awareness of affective and motivational states, and an improvement in study practices. Findings are discussed in terms of both the importance of improving students’ self-regulatory skills and the implications that such an initiative may have for future teaching practices.