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Görlich Y. Creativity and productivity during the COVID-19 pandemic. Sci Rep 2023; 13:14615. [PMID: 37669962 PMCID: PMC10480470 DOI: 10.1038/s41598-023-40493-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Accepted: 08/11/2023] [Indexed: 09/07/2023] Open
Abstract
This study explored impacts of the COVID-19 pandemic on creativity and productivity and how personality variables moderated these impacts. Two online self-report surveys were conducted. 863 (spring 2020) and 421 (spring 2021) participants were asked how the corona crisis affected their creativity and productivity. In addition, personality variables, namely the Big Five (openness, conscientiousness, extraversion, agreeableness, neuroticism), as well as interpersonal trust, need for cognition, risk-taking, and life satisfaction, were assessed. As a result of the crisis, the group of participants appeared more creative in 2020, while no significant group effect of the pandemic was found for productivity. In 2021, however, the crisis had a negative impact on creativity and productivity. In 2020, predictors for an improved creativity were openness, conscientiousness, neuroticism, and life satisfaction; predictors for improved productivity were conscientiousness, negative interpersonal trust, and life satisfaction. In 2021, only life satisfaction predicted improved creativity, while improved productivity was predicted by conscientiousness, negative neuroticism, and life satisfaction. At its beginning, the COVID-19 pandemic had, on average, a positive effect on creativity and a neutral one on productivity. Later, the impact turned negative on both creativity and productivity. Here, lower life satisfaction was particularly relevant.
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Affiliation(s)
- Yvonne Görlich
- Department of Psychology, PFH Private University of Applied Science Göttingen, 37073, Göttingen, Germany.
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2
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Tolomeo S, Lau S, Ragunath BL, Setoh P, Esposito G. A voxel-based morphometry study on gray matter correlates of need for cognition and exploratory information seeking. Brain Behav 2023; 13:e3138. [PMID: 37491807 PMCID: PMC10498082 DOI: 10.1002/brb3.3138] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Revised: 06/09/2023] [Accepted: 06/15/2023] [Indexed: 07/27/2023] Open
Abstract
BACKGROUND Need for cognition (NFC) represents interindividual differences in tendencies to engage and enjoy cognitive endeavors. Exploratory information seeking (EIS) refers to individual tendencies to attain cognitive stimulation through acquiring information related to consumer products or services out of curiosity. METHODS The current study aims to provide an in-depth investigation of the relationship between NFC and EIS and extend this relation to determine neuroanatomical correlates of NFC and EIS. This study proposed two central hypotheses: (1) NFC and EIS scores are positively correlated and (2) the gray matter volume (GMV) of brain regions implicated in motivation, valuation, and reward systems are positively associated with both NFC and EIS. Self-report and structural MRI data of 91 Singaporean Chinese participants were utilized for the study. RESULTS No statistically significant correlation was revealed between NFC and EIS scores. Neuroanatomical associations of the GMV of brain regions implicated in visuospatial, attentional, and reward processing with individual constructs of interest were explored. When examining NFC and EIS scores, larger GMV in the right pallidum and left fusiform gyrus was found in participants that reported higher levels of NFC (vs. lower NFC levels), larger GMV in the left precuneus in those with greater tendencies to engage in EIS (vs. lower EIS levels), and larger GMV of the left fusiform gyrus associated with greater endorsement of both NFC and EIS. When investigating the exploratory factor analysis-generated factors of NFC and EIS, similar patterns of associations were found between self-reported levels of agreement against factors and GMV of brain regions implicated. CONCLUSIONS Correlational analysis and exploratory factor analysis indicated the absence of a relationship between NFC and EIS. Additionally, voxel-based morphometry whole-brain analysis revealed neuroanatomical correlates of the GMV of brain regions implicated in visuospatial, attentional, and reward processing with NFC and EIS.
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Affiliation(s)
- Serenella Tolomeo
- Institute of High Performance ComputingAgency for Science, Technology and ResearchSingaporeSingapore
| | - Shermine Lau
- Psychology Program, School of Social SciencesNanyang Technological UniversitySingapore
| | - Bindiya L. Ragunath
- Psychology Program, School of Social SciencesNanyang Technological UniversitySingapore
| | - Peipei Setoh
- Psychology Program, School of Social SciencesNanyang Technological UniversitySingapore
| | - Gianluca Esposito
- Department of Psychology and Cognitive ScienceUniversity of TrentoRoveretoItaly
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3
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Kührt C, Graupner ST, Paulus PC, Strobel A. Cognitive effort investment: Does disposition become action? PLoS One 2023; 18:e0289428. [PMID: 37607171 PMCID: PMC10443884 DOI: 10.1371/journal.pone.0289428] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Accepted: 07/19/2023] [Indexed: 08/24/2023] Open
Abstract
Contrary to the law of less work, individuals with high levels of need for cognition and self-control tend to choose harder tasks more often. While both traits can be integrated into a core construct of dispositional cognitive effort investment, its relation to actual cognitive effort investment remains unclear. As individuals with high levels of cognitive effort investment are characterized by a high intrinsic motivation towards effortful cognition, they would be less likely to increase their effort based on expected payoff, but rather based on increasing demand. In the present study, we measured actual effort investment on multiple dimensions, i.e., subjective load, reaction time, accuracy, early and late frontal midline theta power, N2 and P3 amplitude, and pupil dilation. In a sample of N = 148 participants, we examined the relationship of dispositional cognitive effort investment and effort indices during a flanker and an n-back task with varying demand and payoff. Exploratorily, we examined this relationship for the two subdimensions cognitive motivation and effortful-self-control as well. In both tasks, effort indices were sensitive to demand and partly to payoff. The analyses revealed a main effect of cognitive effort investment for accuracy (n-back task), interaction effects with payoff for reaction time (n-back and flanker task) and P3 amplitude (n-back task) and demand for early frontal midline theta power (flanker task). Taken together, our results partly support the notion that individuals with high levels of cognitive effort investment exert effort more efficiently. Moreover, the notion that these individuals exert effort regardless of payoff is partly supported, too. This may further our understanding of the conditions under which person-situation interactions occur, i.e. the conditions under which situations determine effort investment in goal-directed behavior more than personality, and vice versa.
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Affiliation(s)
- Corinna Kührt
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | | | | | - Alexander Strobel
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
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4
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Colling J, Wollschläger R, Keller U, Grass J, Strobel A, Preckel F, Fischbach A. The relation between Self-Control, Need for Cognition and Action Orientation in secondary school students: A conceptual replication study. PLoS One 2023; 18:e0286714. [PMID: 37294789 PMCID: PMC10256181 DOI: 10.1371/journal.pone.0286714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 05/23/2023] [Indexed: 06/11/2023] Open
Abstract
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.
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Affiliation(s)
- Jonne Colling
- Faculty of Humanities, Luxembourg Centre for Educational Testing (LUCET), Education and Social Sciences, University of Luxembourg, Esch-Sur-Alzette, Luxembourg
| | - Rachel Wollschläger
- Faculty of Humanities, Luxembourg Centre for Educational Testing (LUCET), Education and Social Sciences, University of Luxembourg, Esch-Sur-Alzette, Luxembourg
| | - Ulrich Keller
- Faculty of Humanities, Luxembourg Centre for Educational Testing (LUCET), Education and Social Sciences, University of Luxembourg, Esch-Sur-Alzette, Luxembourg
| | - Julia Grass
- Department of Psychology, Personality Psychology and Assessment, Chemnitz University of Technology, Chemnitz, Germany
| | - Anja Strobel
- Department of Psychology, Personality Psychology and Assessment, Chemnitz University of Technology, Chemnitz, Germany
| | - Franzis Preckel
- Department of Psychology, Giftedness Research and Education, University of Trier, Trier, Germany
| | - Antoine Fischbach
- Faculty of Humanities, Luxembourg Centre for Educational Testing (LUCET), Education and Social Sciences, University of Luxembourg, Esch-Sur-Alzette, Luxembourg
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5
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Shi Y, Qu S. The effect of cognitive ability on academic achievement: The mediating role of self-discipline and the moderating role of planning. Front Psychol 2022; 13:1014655. [PMID: 36275240 PMCID: PMC9583534 DOI: 10.3389/fpsyg.2022.1014655] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 09/22/2022] [Indexed: 12/02/2022] Open
Abstract
In this study, 572 secondary school students aged 15–18 years old stage were selected to study the effect of their cognitive ability and self-discipline and planning on academic achievement. Cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. The mediating effect of self-discipline ability between cognitive ability and academic achievement was analyzed using structural equation modeling (SEM), and the moderating role of planning in the mediating effect was analyzed using planning as a moderating variable. The results showed that cognitive ability can have a significant positive effect on academic achievement, while self-discipline plays a partially mediating role between cognitive ability and academic achievement, and the moderating effect of Planning is significant in the second half of the mediating effect, i.e., the effect of self-discipline on academic achievement changes as the level of planning increases, and the mediating effect is stronger in the condition of higher planning, and the mediating model with moderating effect holds.
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6
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Shi Y, Qu S. Analysis of the effect of cognitive ability on academic achievement: Moderating role of self-monitoring. Front Psychol 2022; 13:996504. [PMID: 36211941 PMCID: PMC9539936 DOI: 10.3389/fpsyg.2022.996504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2022] [Accepted: 08/29/2022] [Indexed: 11/13/2022] Open
Abstract
In this study, cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. Structural equation modeling (SEM) was used to analyze the moderating effect of Self-monitoring between cognitive ability and Academic Achievement, using students' Self-monitoring as moderating variables. The results of the study showed that cognitive ability can significantly and positively affect academic achievement, while Self-monitoring can significantly moderate the effect of cognitive ability on academic performance, with a significant moderating effect on math subjects and English subjects among achievement subjects, and the higher the value of cognitive ability, the stronger the moderating effect.
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Affiliation(s)
- Yueqi Shi
- School of Humanities and Social Sciences, University of Science and Technology Beijing, Beijing, China
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7
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Grass J, Scherbaum S, Strobel A. A Question of Method and Subjective Beliefs. JOURNAL OF INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1027/1614-0001/a000381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
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.
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Affiliation(s)
- Julia Grass
- Personality Psychology and Assessment, Behavioural and Social Sciences, Chemnitz University of Technology, Germany
| | - Stefan Scherbaum
- Methods of Psychology and Cognitive Modeling, Faculty of Psychology, Technische Universität Dresden, Germany
| | - Anja Strobel
- Personality Psychology and Assessment, Behavioural and Social Sciences, Chemnitz University of Technology, Germany
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8
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Zerna J, Engelmann N, Strobel A, Strobel A. Need for cognition and burnout in teachers - A replication and extension study. Health Psychol Open 2022; 9:20551029221139679. [PMID: 36386251 PMCID: PMC9659943 DOI: 10.1177/20551029221139679] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/08/2024] Open
Abstract
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.
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Affiliation(s)
- Josephine Zerna
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Nicole Engelmann
- Faculty of Education, Technische Universität Dresden, Dresden, Germany
| | - Anja Strobel
- Institute of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Alexander Strobel
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
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9
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Short CE, Crutzen R, Stewart EM, O'Rielly J, Dry M, Skuse A, Quester P, Rebar AL, Vandelanotte C, Duncan MJ, Vincent A. Exploring the Interplay Between Message Format, Need for Cognition and Personal Relevance on Processing Messages About Physical Activity: a Two-Arm Randomized Experimental Trial. Int J Behav Med 2022; 30:320-333. [PMID: 35689014 PMCID: PMC10167115 DOI: 10.1007/s12529-022-10107-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/23/2022] [Indexed: 11/28/2022]
Abstract
BACKGROUND According to the Elaboration Likelihood Model, persuasion can occur via two different routes (the central route and peripheral route), with the route utilized dependent on factors associated with motivation and ability. This study aimed to explore the moderating role of need for cognition (NFC) and perceived relevance on the processing of physical activity messages designed to persuade via either the central route or the peripheral route. METHOD Participants (N = 50) were randomized to receive messages optimized for central route processing or messages optimized for peripheral route processing. Eye-tracking devices were used to assess attention, which was the primary outcome. Message perceptions and the extent of persuasion (changes in physical activity determinants) were also assessed via self-report as secondary outcomes. Moderator effects were examined using interaction terms within mixed effects models and linear regression models. RESULTS There were no detected interactions between condition and NFC for any of the study outcomes (all ps > .05). Main effects of personal relevance were observed for some self-report outcomes, with increased relevance associated with better processing outcomes. An interaction between need for cognition and personal relevance was observed for perceived behavioral control (p = 0.002); greater relevance was associated with greater perceived behavioral control for those with a higher need for cognition. CONCLUSION Matching physical activity messages based on NFC may not increase intervention efficacy. Relevance of materials is associated with greater change in physical activity determinants and may be more so among those with a higher NFC.
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Affiliation(s)
- Camille E Short
- Freemasons Foundation Centre for Men's Health, School of Medicine, University of Adelaide, Adelaide, Australia. .,Melbourne School of Psychological Sciences and Melbourne School of Health Sciences, University of Melbourne, Melbourne, VIC, Australia.
| | - Rik Crutzen
- Department of Health Promotion/CAPHRI, Maastricht University, Maastricht, The Netherlands
| | - Emma M Stewart
- Department of Experimental Psychology, Justus Liebig University Giessen, Giessen, Germany
| | - Jessica O'Rielly
- School of Psychology, University of Adelaide, Adelaide, Australia
| | - Mathew Dry
- School of Psychology, University of Adelaide, Adelaide, Australia
| | - Andrew Skuse
- Anthropology and Development Studies, University of Adelaide, Adelaide, Australia
| | - Pascale Quester
- Adelaide Business School, The University of Adelaide, Adelaide, Australia
| | - Amanda L Rebar
- Physical Activity Research Group, Appleton Institute, School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton, Australia
| | - Corneel Vandelanotte
- Physical Activity Research Group, Appleton Institute, School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton, Australia.,School of Medicine & Public Health, Faculty of Health and Medicine, The University of Newcastle, University Drive, Callaghan, NSW, Australia
| | - Mitch J Duncan
- Physical Activity Research Group, Appleton Institute, School of Health, Medical and Applied Sciences, Central Queensland University, Rockhampton, Australia.,School of Medicine & Public Health, Faculty of Health and Medicine, The University of Newcastle, University Drive, Callaghan, NSW, Australia.,Priority Research Centre for Physical Activity and Nutrition, The University of Newcastle, University Drive, Callaghan, NSW, Australia
| | - Andrew Vincent
- Freemasons Foundation Centre for Men's Health, School of Medicine, University of Adelaide, Adelaide, Australia
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Wiklund-Hörnqvist C, Stillesjö S, Andersson M, Jonsson B, Nyberg L. Retrieval Practice Is Effective Regardless of Self-Reported Need for Cognition - Behavioral and Brain Imaging Evidence. Front Psychol 2022; 12:797395. [PMID: 35222156 PMCID: PMC8866974 DOI: 10.3389/fpsyg.2021.797395] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Accepted: 12/29/2021] [Indexed: 11/24/2022] Open
Abstract
There is an emerging consensus that retrieval practice is a powerful way to enhance long-term retention and to reduce achievement gaps in school settings. Less is known whether retrieval practice benefits performance in individuals with low intrinsic motivation to spend time and effort on a given task, as measured by self-reported need for cognition (NFC). Here, we examined retrieval practice in relation to individual differences in NFC by combining behavioral and functional magnetic resonance imaging (fMRI) data. Using a within-subject design, upper-secondary school students (N = 274) learned a language-based material (Swahili-Swedish word-pairs), with half of the items by means of retrieval practice with feedback and half by study only. One week later, the students were tested on the word-pairs either in the classroom (n = 204), or in a fMRI scanner (n = 70). In both settings, a retrieval practice effect was observed across different levels of NFC (high or low). Relatedly, comparable fMRI effects were seen in both NFC subgroups. Taken together, our findings provide behavioral and brain-imaging evidence that retrieval practice is effective also for individuals with lower levels of NFC, which is of direct relevance for educational practice.
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Affiliation(s)
- Carola Wiklund-Hörnqvist
- Department of Psychology, Umeå University, Umeå, Sweden.,Umeå Center for Functional Brain Imaging, Umeå, Sweden
| | - Sara Stillesjö
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Micael Andersson
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Integrative Medical Biology, Umeå University, Umeå, Sweden
| | - Bert Jonsson
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Lars Nyberg
- Umeå Center for Functional Brain Imaging, Umeå, Sweden.,Department of Integrative Medical Biology, Umeå University, Umeå, Sweden.,Department of Radiation Sciences, Umeå University, Umeå, Sweden
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Kai W. Social and cultural capital and learners’ cognitive ability: issues and prospects for educational relevance, access and equity towards digital communication in China. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-021-02517-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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12
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Spanish version of need for cognition scale: Evidence of reliability, validity and factorial invariance of the very efficient short-form. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02739-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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13
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Zainal NH, Newman MG. Curiosity helps: Growth in need for cognition bidirectionally predicts future reduction in anxiety and depression symptoms across 10 years. J Affect Disord 2022; 296:642-652. [PMID: 34627855 PMCID: PMC8759714 DOI: 10.1016/j.jad.2021.10.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Revised: 09/30/2021] [Accepted: 10/03/2021] [Indexed: 12/16/2022]
Abstract
INTRODUCTION Decreased motivational tendency to seek out, engage in, and enjoy investing in complex cognitive processes in a sustained manner (need for cognition; NFC) may be a predictor and consequence of heightened anxiety and depression symptoms (ADS). However, the majority of investigations on this topic have been cross-sectional, which hinders causal inferences. METHODS The current study thus determined the within-person relations between NFC and ADS by using random intercept cross-lagged panel model (RI-CLPM) and bivariate dual latent change score (BLCS) approaches to separate between- and within-person effects. RI-CLPM and BLCS also present with advantages of adjusting for regression to the mean, baseline scores, autoregressive and lagged effects, and minimizing measurement error. Community-dwelling adults (n = 6750) completed the Mental Health Inventory-5 and trait-level NFC scales approximately every one year across 10 years. RESULTS RI-CLPM showed that within persons, lower level of NFC predicted higher future level of ADS, and vice versa (d = -0.852 to -0.498). Likewise, BLCS demonstrated that within persons, smaller change in NFC forecasted larger subsequent increase in ADS, and conversely (d = -0.631 to -0.519). Findings remained after adjusting for socio-demographic covariates. CONCLUSION Consistent with theories, findings suggested that the within-person level-to-future level and change-to-future change relations among NFC and ADS were bi-directional and negative, with moderate-to-large effect sizes. Targeting NFC may treat or prevent the emergence of depression and anxiety disorders. Such efforts may include augmenting or personalizing evidence-based cognitive-behavioral therapeutic strategies for individuals with or at-risk for heightened ADS.
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Affiliation(s)
- Nur Hani Zainal
- Harvard Medical School - Massachusetts General Hospital, The Pennsylvania State University, National University of Singapore.
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14
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Colling J, Wollschläger R, Keller U, Preckel F, Fischbach A. Need for Cognition and its relation to academic achievement in different learning environments. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2021.102110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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15
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Shi Y, Qu S. Cognition and Academic Performance: Mediating Role of Personality Characteristics and Psychology Health. Front Psychol 2021; 12:774548. [PMID: 34950090 PMCID: PMC8688741 DOI: 10.3389/fpsyg.2021.774548] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2021] [Accepted: 11/12/2021] [Indexed: 11/13/2022] Open
Abstract
This study uses personality and psychology health characteristics of high school students as intermediary variables to study how cognitive ability affects academic performance, and analyzes memory, information processing, presentation, logical reasoning, and thinking transformation ability in high school students. In this study, the structural equation model (SEM) was used to analyze the mediating effect, and the bootstrap method was used to test the significance of the mediating effect. The participants were 572 high school students from Beijing, China. They completed a survey that included questions on cognitive ability, personality characteristics, and psychology health. This study uses structural equation modeling for mediation analysis. Through the analysis of four models of comprehensive academic performance, Chinese academic performance, mathematics academic performance, and English academic performance, the results of the study showed that cognitive ability has a significant effect on academic performance, and personality characteristics and psychology health play a partially mediating role between cognitive ability and English academic performance. The mediation effect is about 40%.
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Affiliation(s)
- Yueqi Shi
- School of Humanities and Social Sciences, University of Science and Technology Beijing, Beijing, China
| | - Shaowei Qu
- School of Humanities and Social Sciences, University of Science and Technology Beijing, Beijing, China
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16
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Exploring the relationship between intellectual humility and academic performance among post-secondary students: The mediating roles of learning motivation and receptivity to feedback. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102012] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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17
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Olivier K, Barnard A, van Niekerk A. Selection of industrial and organisational psychology master’s students: Exploring the predictive validity of a person–job fit approach. SOUTH AFRICAN JOURNAL OF HUMAN RESOURCE MANAGEMENT 2021. [DOI: 10.4102/sajhrm.v19i0.1477] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
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Gärtner A, Grass J, Wolff M, Goschke T, Strobel A, Strobel A. No relation of Need for Cognition to basic executive functions. J Pers 2021; 89:1113-1125. [PMID: 33866562 DOI: 10.1111/jopy.12639] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 02/26/2021] [Accepted: 04/09/2021] [Indexed: 01/21/2023]
Abstract
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.
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Affiliation(s)
- Anne Gärtner
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Julia Grass
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Max Wolff
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.,Department of Psychiatry and Psychotherapy, Technische Universität Dresden, Germany
| | - Thomas Goschke
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Anja Strobel
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Alexander Strobel
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
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He L, Zhuang K, Li Y, Sun J, Meng J, Zhu W, Mao Y, Chen Q, Chen X, Qiu J. Brain flexibility associated with need for cognition contributes to creative achievement. Psychophysiology 2019; 56:e13464. [DOI: 10.1111/psyp.13464] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2018] [Revised: 06/10/2019] [Accepted: 07/24/2019] [Indexed: 12/18/2022]
Affiliation(s)
- Li He
- Key Laboratory of Cognition and Personality (SWU) Ministry of Education Chongqing China
- Faculty of Psychology Southwest University Chongqing China
- School of Education Chongqing Normal University Chongqing China
| | - Kaixiang Zhuang
- Key Laboratory of Cognition and Personality (SWU) Ministry of Education Chongqing China
- Faculty of Psychology Southwest University Chongqing China
| | - Yu Li
- Key Laboratory of Cognition and Personality (SWU) Ministry of Education Chongqing China
- Faculty of Psychology Southwest University Chongqing China
| | - Jiangzhou Sun
- Key Laboratory of Cognition and Personality (SWU) Ministry of Education Chongqing China
- Faculty of Psychology Southwest University Chongqing China
| | - Jie Meng
- Key Laboratory of Cognition and Personality (SWU) Ministry of Education Chongqing China
- Faculty of Psychology Southwest University Chongqing China
| | - Wenfeng Zhu
- Key Laboratory of Cognition and Personality (SWU) Ministry of Education Chongqing China
- Faculty of Psychology Southwest University Chongqing China
| | - Yu Mao
- Key Laboratory of Cognition and Personality (SWU) Ministry of Education Chongqing China
- Faculty of Psychology Southwest University Chongqing China
| | - Qunlin Chen
- Key Laboratory of Cognition and Personality (SWU) Ministry of Education Chongqing China
- Faculty of Psychology Southwest University Chongqing China
| | - Xiaoyi Chen
- School of Education Chongqing Normal University Chongqing China
| | - Jiang Qiu
- Key Laboratory of Cognition and Personality (SWU) Ministry of Education Chongqing China
- Faculty of Psychology Southwest University Chongqing China
- Southwest University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality Beijing Normal University Beijing China
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Grass J, Krieger F, Paulus P, Greiff S, Strobel A, Strobel A. Thinking in action: Need for Cognition predicts Self-Control together with Action Orientation. PLoS One 2019; 14:e0220282. [PMID: 31369611 PMCID: PMC6675071 DOI: 10.1371/journal.pone.0220282] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2018] [Accepted: 07/14/2019] [Indexed: 01/01/2023] Open
Abstract
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.
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Affiliation(s)
- Julia Grass
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
- * E-mail:
| | - Florian Krieger
- Cognitive Science and Assessment, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Philipp Paulus
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Samuel Greiff
- Cognitive Science and Assessment, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Anja Strobel
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Alexander Strobel
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
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Grass J, John N, Strobel A. Freude am Denken als Schlüssel zum Erfolg? Die Bedeutung von Need for Cognition für subjektives Erleben und Leistung im Studium. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2018. [DOI: 10.1024/1010-0652/a000222] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
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.
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Affiliation(s)
- Julia Grass
- Persönlichkeitspsychologie und Diagnostik, Institut für Psychologie, Technische Universität Chemnitz, Chemnitz
| | - Nancy John
- Pädagogische Psychologie in Gesundheitsberufen, Fakultät für soziale Arbeit, Gesundheit und Musik, Brandenburgische Technische Universität Cottbus-Senftenberg, Senftenberg
| | - Anja Strobel
- Persönlichkeitspsychologie und Diagnostik, Institut für Psychologie, Technische Universität Chemnitz, Chemnitz
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Strobel A, Anacker K, Strobel A. Cognitive Engagement Mediates the Relationship between Positive Life Events and Positive Emotionality. Front Psychol 2017; 8:1861. [PMID: 29104558 PMCID: PMC5654731 DOI: 10.3389/fpsyg.2017.01861] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2017] [Accepted: 10/06/2017] [Indexed: 11/25/2022] Open
Abstract
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.
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Affiliation(s)
- Alexander Strobel
- Department of Psychology, Faculty of Science, Technische Universität Dresden, Dresden, Germany
| | - Kristin Anacker
- Department of Psychology, Faculty of Behavioral and Social Sciences, Chemnitz University of Technology, Chemnitz, Germany
| | - Anja Strobel
- Department of Psychology, Faculty of Science, Technische Universität Dresden, Dresden, Germany
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