The self-determination theory presumes several types of motivation
distributed along the theoretical continuum. On the other side, certain
research studies point to the need for cognition which is the source of
internal motivation, as one of the aforementioned types of motivation. This
theoretical and conceptual closeness served as an impetus for the research
conducted on the convenient sample of 364 students of both genders (59% of
female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the
data, the Academic Motivation Scale for Students (AMS-SI) and the shortened
version of the Need for Cognition Scale (NFCS-S) were used. During data
analysis, we first checked the internal metric characteristics of the scales
and quantitatively defined the features measured by these instruments. In
locating the need for cognition within the academic motivation space,
hierarchical multiple regression analysis and multidimensional scaling were
used. Four valid and reliable dimensions of student academic motivation were
defined as internal, introjected and external motivation, and amotivation.
One dominant, reliable and valid main subject of measuring of the need for
cognition scale was defined as well. In the common space of academic
motivation and the need for cognition, internal motivation clearly stands
out as the basic correlate of this need. Future research should further
reexamine the assumption of the self-determination theory about three basic
psychological needs vital for the development of motivation.
The need for cognition within the academic motivation space