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

2017 ◽  
Vol 8 ◽  
Author(s):  
Julia Grass ◽  
Alexander Strobel ◽  
Anja Strobel
Keyword(s):  
Academic Success ◽  
Need For Cognition

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Divide Tariffs and Prosper? A Focus on the Role of Need for Cognition

Marketing ZFP ◽  
2015 ◽  
Vol 37 (2) ◽  
pp. 101-110
Author(s):  
Sven Feurer ◽  
Monika C. Schuhmacher ◽  
Sabine Kuester
Keyword(s):  
Need For Cognition

Political Orientations and Morality Judgments in the Turkish Context: Considering the Roles of the Needs for Cognition and Recognition

2020 ◽  
pp. 003329411989990
Author(s):  
Burcu Tekeş ◽  
E. Olcay Imamoğlu ◽  
Fatih Özdemir ◽  
Bengi Öner-Özkan
Keyword(s):  
Need For Cognition ◽  
Political Orientation ◽  
Moral Foundations ◽  
Moral Foundations Theory ◽  
Right Wing ◽  
Left Wing ◽  
Group Loyalty ◽  
Political Orientations ◽  
Collectivistic Culture

The aims of this study were to test: (a) the association of political orientations with morality orientations, specified by moral foundations theory, on a sample of young adults from Turkey, representing a collectivistic culture; and (b) the statistically mediating roles of needs for cognition and recognition in the links between political orientation and morality endorsements. According to the results (a) right-wing orientation and need for recognition were associated with all the three binding foundations (i.e., in-group/loyalty, authority/respect, and purity/sanctity); (b) right-wing orientation was associated with binding foundations also indirectly via the role of need for recognition; (c) regarding individualizing foundations, left-wing orientation and need for cognition were associated with fairness/reciprocity, whereas only gender was associated with harm/care; and (d) left-wing orientation was associated with fairness dimension also indirectly via the role of need for cognition. The cultural relevance of moral foundations theory as well as the roles of needs for cognition and recognition are discussed.

scholarly journals The Role of Parent Educational Attainment in Parenting and Children’s Development

2021 ◽  
Vol 30 (2) ◽  
pp. 186-192
Author(s):  
Pamela E. Davis-Kean ◽  
Lauren A. Tighe ◽  
Nicholas E. Waters
Keyword(s):  
Socioeconomic Status ◽  
Academic Success ◽  
Educational Attainment ◽  
Home Environment ◽  
Family Income ◽  
Developmental Outcomes ◽  
Cognitive Stimulation ◽  
Educational Inequalities ◽  
Powerful Predictor

Socioeconomic status (SES)—indexed via parent educational attainment, parent occupation, and family income—is a powerful predictor of children’s developmental outcomes. Variations in these resources predict large academic disparities among children from different socioeconomic backgrounds that persist over the years of schooling, perpetuating educational inequalities across generations. In this article, we provide an overview of a model that has guided our approach to studying these influences, focusing particularly on parent educational attainment. Parents’ educational attainment typically drives their occupations and income and is often used interchangeably with SES in research. We posit that parent educational attainment provides a foundation that supports children’s academic success indirectly through parents’ beliefs about and expectations for their children, as well as through the cognitive stimulation that parents provide in and outside of the home environment. We then expand this model to consider the intergenerational contributions and dynamic transactions within families that are important considerations for informing potential avenues for intervention.

Psychological Safety, Need for Cognition, and Proactivity among Public Sector Employees

2019 ◽  
Vol 34 (2) ◽  
pp. 99-126
Author(s):  
Kim Byeongjo
Keyword(s):  
Public Sector ◽  
Self Efficacy ◽  
Psychological Safety ◽  
Need For Cognition ◽  
Work Behavior ◽  
Equation Modeling ◽  
Proactive Behavior ◽  
Two Samples ◽  
Public Sector Employees

While employee proactivity has been hailed in management literature as a critical characteristic enabling an organization to accomplish its goals, little is known about how public sector employees exert proactivity at work. This study examines the effect of individual and contextual factors that enhance proactive work behavior among public sector employees. Using two samples of nonprofit hospital employees and part-time graduate students working in the public sector, we investigate the role of the need for cognition and psychological safety in promoting proactive behavior at work. We also examine the mediating role of self-efficacy in the relationship between the two antecedents and proactive behavior. We first confirm the measurement invariance across two samples and then examine hypothesized relationships using structural equation modeling. Our results show that both the need for cognition and perceived psychological safety promote proactive behavior through the mediation of employee’s role breadth self-efficacy.

The role of second language in higher education: A case study of German students at a Dutch university

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Lidy Zijlmans ◽  
Anneke Neijt ◽  
Roeland van Hout
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Language Learning ◽  
Mother Tongue ◽  
Research Question ◽  
Educational Background ◽  
Primary Concern ◽  
Study Results ◽  
Main Language

AbstractThis article reports on an investigation of the challenges and benefits of university students taking a degree course in a language other than their mother tongue. Our study was conducted from the point of view of the non-native students themselves, and our primary concern was the role of language. We investigated the academic achievement of German students studying in a Dutch-English academic environment. Dutch is the main language of instruction, and English the main language of the literature used. In search of predictors for successful learning of Dutch (our first research question), LexTALE tests were administered to determine linguistic competence in the students’ first language, German, and their second language, English. In addition, we collected data on their educational background and language learning history. None of the LexTALE scores stood out as ‘the’ predictor for success in learning Dutch; German was a slightly better predictor than English. The best predictor appeared to be the students’ general educational level, expressed in mean grades for final exams in secondary education. We then studied the role of proficiency in the foreign languages needed for academic success. Language data on L3 Dutch were gathered at the start and were compared to study results after the first six months and at the end of the first year. The level of Dutch as a second language correlated with study results, expressed in ECTS; the correlation was even higher with mean grades on exams. This indicates that language proficiency does play a role in study success.

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