The Effect of Interaction between Instructional Explanation and Need for Cognition on Problem Solving in Self-Explanation Learning

Abstract Objective This study evaluated the effect of individual differences in diurnal preferences on a problem-solving test of intelligence and a measure of a personality trait of how much someone enjoys thinking. Method Archival data from 85 participants who had completed measures online were utilized in this study. The sample was 51.8% female, 71.8% Caucasian, and mean age was 19.5. Participants completed the Morningness-Eveningness Questionnaire (MEQ), Composite Morningness Questionnaire (CMQ), Cognitive Reflection Test (CRT), and Need for Cognition Scale-Short Form (NFC). Raw score totals were utilized. Diurnal preferences were later grouped for morning, evening, or in between based on published MEQ and CMQ cutoffs. Lower scores indicate evening types, and higher scores indicate morning types. Results Scores on measures of diurnal preference were significantly positively related to NFC (MEQ r = 0.28, p = 0.011; CMQ r = 0.36, p = 0.001) meaning that morning types tend to enjoy effortful mentation more. Diurnal preferences were not significantly related to CRT performance. One-way ANOVA was performed with diurnal preferences as the group factor and NFC and CRT as dependent variables. Significant main effects were not found for MEQ and NFC nor MEQ and CRT. Significant main effects were found for CMQ and NFC F(2,77) = 5.33, p = 0.007, but not for CMQ and CRT. Conclusion These findings indicate that diurnal preference was not associated with performance on the problem-solving intelligence test used in this study. However, morning types appear to be higher for personality traits related to motivation to engage in thinking and would be expected to do better on some cognitive tests that demand more test engagement.

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Individual Differences in Need for Cognition and Complex Problem Solving

Journal of Research in Personality ◽

10.1006/jrpe.1999.2274 ◽

2000 ◽

Vol 34 (3) ◽

pp. 305-328 ◽

Cited By ~ 52

Author(s):

K.Unnikrishnan Nair ◽

S. Ramnarayan

Keyword(s):

Individual Differences ◽

Problem Solving ◽

Need For Cognition ◽

Complex Problem ◽

Complex Problem Solving

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Creative Mathematical Reasoning: Does Need for Cognition Matter?

Frontiers in Psychology ◽

10.3389/fpsyg.2021.797807 ◽

2022 ◽

Vol 12 ◽

Author(s):

Bert Jonsson ◽

Julia Mossegård ◽

Johan Lithner ◽

Linnea Karlsson Wirebring

Keyword(s):

Problem Solving ◽

Conceptual Understanding ◽

Mathematical Reasoning ◽

Need For Cognition ◽

Math Performance ◽

Equation Modeling ◽

Positive Effects ◽

Cognitive Motivation ◽

Solution Methods ◽

Creative Mathematical Reasoning

A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students’ lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning (CMR), a method that in previous studies has been contrasted against algorithmic reasoning (AR) with positive effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition (NFC), and working memory capacity (WMC). Two independent groups, consisting of upper secondary students (N = 137, mean age 17.13, SD = 0.62, 63 boys and 74 girls), practiced non-routine mathematical problem solving with CMR and AR tasks and were tested 1 week later. An initial t-test confirmed that the CMR group outperformed the AR group. Structural equation modeling revealed that NFC was a significant predictor of math performance for the CMR group but not for the AR group. The results also showed that WMC was a strong predictor of math performance independent of group. These results are discussed in terms of allowing for time and opportunities for struggle with constructing own solution methods using CMR, thereby enhancing students conceptual understanding.

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A-175 Personality as a Proxy for Positive Effort: The Role of Grit, Need for Cognition, and Extraversion in Problem-Solving

Archives of Clinical Neuropsychology ◽

10.1093/arclin/acab062.193 ◽

2021 ◽

Vol 36 (6) ◽

pp. 1230-1230

Author(s):

Nanako A Hawley ◽

Melissa Myers ◽

Jasmin Pizer ◽

Murphy Harrell ◽

Benjamin D Hill

Keyword(s):

Problem Solving ◽

Regression Model ◽

Personality Traits ◽

Five Factor Model ◽

Need For Cognition ◽

Simple Problem ◽

Future Research ◽

Cognitive Reflection Test ◽

Significant Positive Association

Abstract Objective This study aimed to examine the effect of personality traits on a simple problem-solving test of intelligence. Method The sample consisted of 82 undergraduates. Participants completed an online battery that included an open source Five Factor Model measure (IPIP FFM), Grit scale, Need for Cognition (NFC) scale, and the Cognitive Reflection Test (CRT). CRT is a simple 3 question test of intelligence. An interaction variable for positive effort was created by multiplying the total raw scores for the Grit and NFC scales (Grit x NFC). Correlations were conducted between the Grit x NFC, IPIP FFM, and the CRT total score. Scales that significantly correlated with CRT total score were entered into a regression model. Results Pearson correlations revealed a significant positive association between Grit x NFC and CRT performance, (r = 0.240, p < 0.05). A significant correlation was also found between IPIP FFM Extraversion factor and CRT performance (r = 0.230, p < 0.05). A regression model found that Grit x NFC and IPIP FFM Extraversion accounted for 9.2% of the variance in CRT total scores, (R2 = 0.092, F(1,82) = 3.92, p = 0.024). When examined individually, no individual predictors were significant. Conclusion These findings suggest that personality traits that reflect positive effort such as Grit and NFC as well as other personality features influence performance on problem-solving bases measures of intelligence. Future research should examine these findings in a larger sample with a broader array of cognitive measures to quantify the role of positive effort in cognitive performance.

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