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The Relation between Need for Cognition and Academic Achievement: A Meta-Analysis

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Title: The Relation between Need for Cognition and Academic Achievement: A Meta-Analysis
Language: English
Authors: Qing Liu (ORCID 0000-0002-5647-3726), John C. Nesbit (ORCID 0000-0002-7096-6682)
Source: Review of Educational Research. 2024 94(2):155-192.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 38
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Postsecondary Education
Descriptors: Elementary Secondary Education, Postsecondary Education, Student Motivation, Cognitive Development, Academic Achievement, Student Characteristics, Correlation
DOI: 10.3102/00346543231160474
ISSN: 0034-6543
1935-1046
Abstract: Need for cognition is conceptualized as an individual's intrinsic motivation to engage in and enjoy effortful cognitive activities. Over the past three decades, there has been increasing interest in how need for cognition impacts and correlates with learning performance. This meta-analysis summarized 136 independent effect sizes (N = 53,258) for the association between need for cognition and academic achievement and investigated the moderating effects of variables related to research context, methodology, and instrumentation. The overall effect size weighted by inverse variance and using a random effects model was found to be small, r = 0.20, with a 95% confidence interval ranging from 0.18 to 0.22. The association between need for cognition and learning performance was moderated by grade level, geographic region, exposure to intervention, and outcome measurement tool. The implications of these findings for practice and future research are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1414841
Database: ERIC
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  Data: The Relation between Need for Cognition and Academic Achievement: A Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Qing+Liu%22">Qing Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5647-3726">0000-0002-5647-3726</externalLink>)<br /><searchLink fieldCode="AR" term="%22John+C%2E+Nesbit%22">John C. Nesbit</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7096-6682">0000-0002-7096-6682</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Educational+Research%22"><i>Review of Educational Research</i></searchLink>. 2024 94(2):155-192.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
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  Data: 10.3102/00346543231160474
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  Data: Need for cognition is conceptualized as an individual's intrinsic motivation to engage in and enjoy effortful cognitive activities. Over the past three decades, there has been increasing interest in how need for cognition impacts and correlates with learning performance. This meta-analysis summarized 136 independent effect sizes (N = 53,258) for the association between need for cognition and academic achievement and investigated the moderating effects of variables related to research context, methodology, and instrumentation. The overall effect size weighted by inverse variance and using a random effects model was found to be small, r = 0.20, with a 95% confidence interval ranging from 0.18 to 0.22. The association between need for cognition and learning performance was moderated by grade level, geographic region, exposure to intervention, and outcome measurement tool. The implications of these findings for practice and future research are discussed.
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      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Postsecondary Education
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      – SubjectFull: Student Motivation
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