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AbstractAR-based product displays are widely used across various applications. While there is extensive research on the comparative advantages of AR over traditional displays, a critical gap persists in understanding the effects of the AR order (AR-first or AR-later) on consumer decision-making. This study reveals that, compared to AR-later display, AR-first display significantly reduces decision-making difficulty. This effect is mediated by cognitive load, moderated by purchase motive, AR vividness and need for cognition. For products associated with hedonic motives, AR with high vividness, and consumers with low need for cognition, the impact of AR order on consumer decision-making difficulty is stronger. Consequently, AR-first can yield many benefits, such as reducing cognitive load and decision-making difficulty. These findings align with and enrich the SEAD framework in AR marketing, offering valuable theoretical and practical insights for further exploring the dynamic mechanisms of AR marketing and optimization of practical applications. [ABSTRACT FROM AUTHOR]

Need for Cognition has been established as a key intellectual investment trait shaping students' academic development. However, little is yet known about its malleability, particularly in youth. This study investigated stability and change in Need for Cognition in a large longitudinal sample of 3409 adolescents from 166 classes in 27 schools in Flanders. Participants reported on their Need for Cognition in Grades 7, 8, 11 and 12. First, the latent rank-order stability of Need for Cognition between Grades 7 and 11 was found to be r = 0.50. This stability was of a similar magnitude to that of the Big Five personality traits observed in the same sample and larger than that of academic intrinsic motivation. Second, trajectories of Need for Cognition over time were found to vary between individuals. In particular, three trajectory classes could be identified, differentiated mainly by the initial level of Need for Cognition (i.e., a low, medium, and high trajectory). Finally, cognitive ability, cognitive stimulation at home, and parental autonomy support, but not parental educational level, were associated with higher odds of belonging to the high Need for Cognition trajectory and lower odds of belonging to the low Need for Cognition trajectory. [ABSTRACT FROM AUTHOR]

Extensive research has highlighted the importance of Need for Cognition (NFC) in various contexts, but our understanding of its development remains limited. In particular, the current psychological literature is relatively silent regarding the factors influencing NFC development. We aim to address this gap by proposing a developmental model of NFC based on the principles of the Cognitive Adaptation Trait Theory (CATT). Through a comprehensive review of the current literature, we elucidate the potential key components contributing to the development of NFC in childhood and adolescence. Additionally, we outline several potential strategies to foster NFC development based on the key components of the model. The model aims to provide a starting point for future research on possible mechanisms underlying the development of NFC. Moving forward, future research should empirically test these hypotheses in real-world settings to enhance our understanding of NFC development and validate the suggested fostering strategies on their effectiveness. [ABSTRACT FROM AUTHOR]

This study aimed to explore the relationship between parental autonomy support and adolescents' academic performance in mathematics and to examine the mediating roles of the need for cognition and mathematical metacognition in this relationship. A total of 1,268 secondary school students from Grades 7 to 10 completed the survey questionnaires. The findings revealed two key points: (1) there was a small but significant positive correlation between parental autonomy support and mathematics academic achievement across the entire sample (r = 0.09, p < 0.01), with the correlation being highest in Grade 9 (r = 0.19, p < 0.01); and (2) parental autonomy support influenced academic achievement in mathematics through the mediation of the need for cognition and mathematical metacognition, with a total effect size of 0.13. [ABSTRACT FROM AUTHOR]

Many organizations are adopting multiple team membership (MTM) as a job model to enhance competitiveness in the digital era. However, studies on MTM in management are still limited and there are few studies on how and when MTM stimulates employee creativity. Research has confirmed that psychological factors are key drivers of employee creativity. Therefore, we propose that MTM enhances creativity by increasing employee self-reflection. We propose that need for cognition moderates the positive effect of MTM on self-reflection and further moderates the above mediating effect. Drawing on the Software Process Hayes, model 4 is adopted to test the mediation, and model 7 is adopted to test the moderated mediation. The results show that MTM does not directly trigger creativity, but indirectly stimulates creativity through self-reflection. Furthermore, need for cognition strengthens the positive relationship between MTM and self-reflection and enhances the above mediating effect. Our study further riches the understanding of the relationship between MTM and creativity. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Misinformation can profoundly impact an individual’s attitudes—sometimes even after the misinformation has been corrected. In two preregistered experiments (N1 = 355, N2 = 725), we investigated whether individual differences in the ability and motivation to process information thoroughly influence the impact of misinformation in a news media context. More specifically, we tested whether fluid intelligence and need for cognition predicted the degree to which individuals who were exposed to misinformation changed their attitudes after receiving a correction message. We found consistent evidence that higher fluid intelligence is associated with a more pronounced correction effect, while need for cognition did not have a significant effect. This suggests that integrating a correction message with a previously encountered piece of misinformation can be challenging and that correction messages consequently need to be communicated in a way that is accessible to a broad audience. [ABSTRACT FROM AUTHOR]

Vaccine hesitancy is increasing and messaging highlighting the speed of vaccine development may prompt vaccine hesitancy for those concerned about safety and efficacy of new vaccines. We employ a mixed methods approach to address a gap in the literature regarding how consumers process information about the pace of vaccine development. In an experiment, we manipulated message content about pace of development for the COVID‐19 vaccine and measured need for cognition. In a qualitative study, participants answered parallel questions to the experiment and additional open‐ended questions. We find that vaccine hesitant individuals are more willing to accept a vaccine when information matches their processing style. Further, individuals may process messages affectively or cognitively, even when the material presented is factual and scientific, and engage in high or low elaboration. We recommend that practitioners discuss the safety and effectiveness of new treatments in an interactive fashion, in order to better match the message to the recipient's processing preferences. [ABSTRACT FROM AUTHOR]

This study explored the associations among cognitive flexibility, cognitive emotion regulation (CER) strategies, need for cognition, and life satisfaction, which represents a cognitive component of subjective well-being. Previous studies have shown the importance of adaptive CER strategies for well-being, while maladaptive strategies have been linked to negative outcomes such as psychological distress, depression, and anxiety. Additionally, the need for cognition has been associated with cognitive flexibility and positive outcomes in various domains. However, the specific roles of cognitive flexibility and CER strategies in the relationship between need for cognition and life satisfaction remain relatively unexplored in the existing literature. This study aimed to address this gap by investigating how cognitive flexibility and different CER strategies contribute to the relationship between need for cognition and life satisfaction in a non-clinical sample of 239 adults via a survey consisting of a demographic information form, need for cognition scale, cognitive flexibility inventory, cognitive emotion regulation questionnaire, and satisfaction with life scale. The results demonstrated that when individuals with a high need for cognition had cognitive flexibility, they were more likely to use adaptive cognitive emotion regulation strategies, resulting in elevated life satisfaction. The findings of this study may provide insights into the underlying mechanisms that influence individuals' cognitive processes, cognitive emotional regulation, and overall life satisfaction. Such understanding can have implications for interventions aimed at enhancing cognitive flexibility, promoting adaptive CER strategies, and ultimately fostering improved life satisfaction. [ABSTRACT FROM AUTHOR]

Abstract Misinformation can profoundly impact an individual’s attitudes—sometimes even after the misinformation has been corrected. In two preregistered experiments (N 1 = 355, N 2 = 725), we investigated whether individual differences in the ability and motivation to process information thoroughly influence the impact of misinformation in a news media context. More specifically, we tested whether fluid intelligence and need for cognition predicted the degree to which individuals who were exposed to misinformation changed their attitudes after receiving a correction message. We found consistent evidence that higher fluid intelligence is associated with a more pronounced correction effect, while need for cognition did not have a significant effect. This suggests that integrating a correction message with a previously encountered piece of misinformation can be challenging and that correction messages consequently need to be communicated in a way that is accessible to a broad audience.

People have access to varied entertainment choices through online audiovisual media. Uses and Gratification Theory postulates viewers as active participants in their entertainment selection who watch media for a variety of reasons. Both hedonic and eudaimonic motivations drive user engagement. This paper focuses on how users' implicit psychological factors (e.g., curiosity, need for affect) influence their motivations for watching online audiovisual media (n = 339). We employed multiple regression to examine predictors of eudaimonic and hedonic motivations alongside information, social interaction, and entertainment uses. The results indicate (1) people's awareness of AI recommender systems does not influence their media engagement, (2) people's need for affect underlies all types of media engagement, and (3) the effect of people's curiosity on their media engagement motivations were dimension-specific (i.e., dependent on the subtype). Our findings are in line with entertainment gratification models and reveal curiosity's unique role in people's motivations for audiovisual entertainment. [ABSTRACT FROM AUTHOR]

Findings from a paucity of research suggest that need for cognition (NFC) is negatively correlated with trait aggression. The correlational nature of the data juxtaposed with the reliance on assessing trait aggression negates causal claims regarding this relationship. The objective of the current research to expand our understanding of the relationship between NFC and aggression in the following ways: (1) focus on state, rather than trait, aggressive behavior, (2) examine the role of provocation, and (3) test the mediating influence of state anger and revenge motives. Our study had US emerging adult participants randomly assigned to be provoked or not before completing measures of anger, revenge motives, and aggression. Results showed that only revenge motives mediated the relationship between NFC and aggression, which was found to be significant only for provoked participants. Results are discussed in theoretical and practical implications. [ABSTRACT FROM AUTHOR]

This study offers a structural model that explores constructs such as mentoring, affinity for technology, need for cognition, and self-efficacy for promoting students’ research skills, emphasizing the mediating role of grit. The proposed model is guided by Bandura’s social learning theory, which helps explain how students acquire research skills through social interaction, observation, and imitation. An empirical self-perception survey of 568 undergraduate students with completed research projects was carried out using partial least squares – structural equation modelling. Four significant findings advance the domain literature. First, the findings reveal that mentoring alone is not associated with research skills but is mediated by grit. Second, students’ affinity for technology is positively associated with research skills but is not mediated by grit. Such a finding agrees with the notion that using digital tools helps students facilitate essential resources to improve their ability to collect, analyze, and communicate research findings. Third, while students’ inclination towards critical thinking and problem-solving are undoubtedly relevant to research, these cognitive aspects alone are not directly linked to research skills without those traits associated with grit, effectively highlighting the significant mediating role of grit. Finally, self-efficacy is significantly associated with developing research skills and is partially mediated by grit, as students may be more confident and motivated to implement research tasks. The presence of grit supports self-efficacy by advancing the resilience of students when faced with challenges. Insights from these findings contain theoretical and practical takeaways that could guide university practitioners in enhancing students’ research skills. [ABSTRACT FROM AUTHOR]

Using a large‐scale randomized survey experiment, this study examined the dimensionality, item functioning, instrument properties and associations with validity‐related variables of the Very Efficient Short‐Form Need for Cognition Scale (NCS‐6) in Chinese and investigated whether its psychometric properties were affected by item orientation. For dimensionality, results indicated that a two‐factor model demonstrated a superior fit to the data compared to the one‐factor model when the NCS‐6 contained mixed‐worded items. The one‐factor model showed excellent model fit when the NCS‐6 contained only nonreversed or reversed items. For item functioning, factor loadings were invariant across experimental conditions, but item thresholds were not. For instrument properties, although the internal consistency reliabilities were excellent in each experimental condition, mean scores of the NCS‐6 showed a decreasing pattern as the number of reversed items increased. For associations with validity‐related variables, the structural relationships between NCS‐6 and validity‐related variables were not significantly different across experimental conditions. Overall, the dimensionality and instrument properties of the Chinese version NCS‐6 were affected when it contained mixed‐worded items. [ABSTRACT FROM AUTHOR]

Interleaved practice combined with comparison prompts can better foster students' adaptive use of subtraction strategies compared to blocked practice. It has not been previously investigated whether all students benefit equally from these teaching approaches. While interleaving subtraction tasks prompts students' attention to the different task characteristics triggering the use of specific subtraction strategies, blocked practice does not support students in detecting these differences. Thus, low-prior-knowledge students would benefit from interleaving rather than blocking as it guides them through the learning-relevant comparison processes. Because these comparison processes are cognitively demanding, students' need for cognition (NFC) could influence the effectiveness of interleaved practice. The present study investigates the role of students' prior knowledge and NFC for the effectiveness of interleaved and blocked practice. To this end, 236 German third-graders were randomly assigned to either an interleaved or blocked condition. Over 14 lessons, both groups were taught to use four number-based strategies and the written algorithm for solving subtraction problems. The interleaved learners were prompted to compare the strategies, while the blocked learners compared the adaptivity of one strategy for different mathematical tasks. A quadratic growth curve model showed that prior knowledge had a positive influence on students' development of adaptivity in the blocked but not in the interleaved condition. Students' NFC had a positive impact in the interleaved condition, while it had no influence in the blocked condition. However, the effects of prior knowledge and NFC did not differ significantly between the two conditions. [ABSTRACT FROM AUTHOR]

Abstract Background Creativity is an essential cognitive ability that plays a crucial role in advanced thinking. While previous research has demonstrated the impact of insomnia on cognitive function, its effects on creativity in Chinese adolescents remain unclear. This study explored the relationship between insomnia (specifically, daytime and nighttime disturbances) and creativity in adolescents. Additionally, it examined the potential mediating effect of the need for cognition on this relationship. Methods Questionnaires were administered to 302 adolescents to measure their creativity, need for cognition, and insomnia levels using the Williams Creative Tendencies Scale, Need for Cognition Scale, and Bergen Insomnia Scale, respectively. Regression analysis was conducted to examine the direct impact of insomnia on creativity. Furthermore, a mediation model was constructed to investigate the role of the need for cognition in mediating the relationship between insomnia and creativity. Results The findings of the present study indicated that insomnia had a direct impact on the creativity of adolescents, demonstrating a time-of-day effect. Daytime disturbances were found to have a positive correlation with overall creativity and imagination, whereas no significant direct effect was found between nighttime disturbances and creativity. Further analysis revealed that insomnia, specifically daytime disturbances, might influence creativity by affecting the individual’s need for cognition. However, no similar indirect effects were observed for the relationship between nighttime disturbances and creativity. Conclusions Our findings indicate that adolescents might experience improved creativity as a result of daytime disruptions, and the level of need for cognition could play a crucial role in understanding the link between insomnia and creativity in adolescents.

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 =.20, with a 95% confidence interval ranging from.18 to.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. [ABSTRACT FROM AUTHOR]

International travel has been historically influenced by interest in foreign cultures and environments. Despite its deep roots in curiosity and exploratory behavior, curiosity-driven travel is underrepresented in modern tourism scholarship. Curiosity, vital for exploratory actions, plays a significant role in travelers' behaviors, influencing travel for learning about diverse societies and cultures. This study (1) underscored destination curiosity as the zeal for travel exploration, (2) devised a Destination Curiosity scale using mixed methods, (3) validated the scale's predictive capability concerning cultural identity's impact on visit intentions, and (4) expanded tourism literature, aiding entities in crafting experiences that stimulate curiosity and learning. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to construct and test a new measure of auditor orientation using two audit quality-related tasks. Design/methodology/approach: The sample consists of 66 Dutch and US graduate auditing students. Participants complete two tasks: one involving a lease classification and another, supplemental experiment involving a contingent liability judgment. The purpose is to construct a new measure for rules-based/ principles-based orientation. Rigorous, psychometric testing confirms that parts of tolerance for ambiguity (TOA) and need for cognition (NFC), together, form a new construct the authors identify as auditor orientation. The authors next conduct a main and supplemental experiment with novice auditor participants from both the USA and the Netherlands. Findings: The authors begin with rigorous, psychometric testing using participants from the USA and the Netherlands. The resulting 10-item scale combines parts of TOA and NFC to reflect auditor orientation. The common themes across scale items are high (low) adaptability to complexity and a substance-over-form (form-over-substance) preference for principles-oriented (PO) (rules-oriented [RO]) auditors. Conducting two experiments, results from two distinct tasks confirm our research question; novice auditors classified as RO (PO) are more (less) likely to recommend a more aggressive/client-favorable disclosure judgment. Originality/value: Auditor orientation (i.e. rules or principles) has a significant impact on the application of rules-based or principles-based standards. How the standards are applied, therefore, influences auditor decision-making and thus audit quality. However, there is a paucity of auditor orientation research to date, including a validated measure. The study contributes a new measure for future research in the related accounting standards and audit quality literatures, while also identifying a potentially important construct in auditor training. [ABSTRACT FROM AUTHOR]

Background: Creativity is an essential cognitive ability that plays a crucial role in advanced thinking. While previous research has demonstrated the impact of insomnia on cognitive function, its effects on creativity in Chinese adolescents remain unclear. This study explored the relationship between insomnia (specifically, daytime and nighttime disturbances) and creativity in adolescents. Additionally, it examined the potential mediating effect of the need for cognition on this relationship. Methods: Questionnaires were administered to 302 adolescents to measure their creativity, need for cognition, and insomnia levels using the Williams Creative Tendencies Scale, Need for Cognition Scale, and Bergen Insomnia Scale, respectively. Regression analysis was conducted to examine the direct impact of insomnia on creativity. Furthermore, a mediation model was constructed to investigate the role of the need for cognition in mediating the relationship between insomnia and creativity. Results: The findings of the present study indicated that insomnia had a direct impact on the creativity of adolescents, demonstrating a time-of-day effect. Daytime disturbances were found to have a positive correlation with overall creativity and imagination, whereas no significant direct effect was found between nighttime disturbances and creativity. Further analysis revealed that insomnia, specifically daytime disturbances, might influence creativity by affecting the individual's need for cognition. However, no similar indirect effects were observed for the relationship between nighttime disturbances and creativity. Conclusions: Our findings indicate that adolescents might experience improved creativity as a result of daytime disruptions, and the level of need for cognition could play a crucial role in understanding the link between insomnia and creativity in adolescents. [ABSTRACT FROM AUTHOR]

Introduction: Information literacy has become indispensable in navigating today's fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, preservice teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers' information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy. Method: An online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers' personrelated factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage. Results: Data from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment. Discussion: Our results provide valuable insights into the multifaceted nature of pre-service teachers' perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed. [ABSTRACT FROM AUTHOR]

In a recent article in The Journal of Positive Psychology, Schneider et al. (2023) examined the relations of emotional intelligence (EI) on wise reasoning and three-dimensional wisdom. They concluded that only the managing emotions branch of EI predicted wise reasoning, contingent upon epistemic humility and need for cognition in Study 1 (N = 99) and epistemic humility, empathic concern, and perspective taking in Study 2 (N = 150). Unfortunately, this article has several problems, including (a) the mischaracterization of three-dimensional wisdom as knowledge rather than personality qualities, (b) mediating variables whose concepts and measures partially overlapped with wise reasoning and wisdom, and (c) some problems with computing the three-dimensional wisdom scale (3D-WS) in Study 2. I tested alternative path models, which showed that three-dimensional wisdom predicted EI and wise reasoning, whereas EI by itself did not predict wise reasoning. Wise reasoning might depend more on personal wisdom than EI. [ABSTRACT FROM AUTHOR]

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Abstract Although the role of aesthetics and aesthetic education in everyday life was discussed as early as the ancient philosophers, the psychological mechanisms shaping the aesthetic quotient have hardly been investigated by empirical studies. The aim of this study was to examine the direct relationship between experience and aesthetic competence, and the mediating role of need for cognition. The study involved 201 Polish adults, aged 18 to 76 (M = 26.40; SD = 11.89), 65% of whom were women. The respondents completed anonymous questionnaires on an online platform. The surveys included a metric, the Aesthetic Competence Scale (ACS), the Aesthetic Experience Questionnaire (AEQ) and the Need for Cognition Scale (NCS). A positive correlation coefficient was obtained between all three variables studied, with need for cognition acting as a mediator in the relationship between experience and aesthetic competence. The findings indicate that individuals reporting intense aesthetic experiences have a higher aesthetic competence if this relationship is mediated by a high need for cognitive effort.

Need for Cognition (NFC) is an investment trait reflecting interindividual differences in intrinsically motivated engagement in cognitive endeavors. While other motivational constructs like the ability self-concept are typically conceptualized domain-specific, NFC was initially conceived to describe domain-general behavior. Building on a previous study reporting the relevance of domain-specific aspects of NFC in the school context, we investigated the domain-specificity of NFC in predicting various aspects of subjective well-being across three samples with N = 1074 participants and subsamples of students and professionals ranging from n = 140 to n = 346. Our findings reveal positive associations of both domain-general and domain-specific NFC with positive affect, life satisfaction, and job- and study-related satisfaction. In part, domain-specific NFC was more strongly related to domain-specific life satisfaction compared to domain-general NFC. Additionally, we found evidence for small incremental values of domain-specific NFC over and above domain-general NFC in predicting subjective well-being. Confirming previous research, self-control and the emotion regulation strategy reappraisal partially mediated the prediction of well-being by NFC. Our results indicate that additionally considering NFC as domain-specific can meaningfully complement the domain-general conceptualization.

Investment theory and related theoretical approaches suggest a dynamic interplay between crystallized intelligence, fluid intelligence, and investment traits like need for cognition. Although cross-sectional studies have found positive correlations between these constructs, longitudinal research testing all of their relations over time is scarce. In our pre-registered longitudinal study, we examined whether initial levels of crystallized intelligence, fluid intelligence, and need for cognition predicted changes in each other. We analyzed data from 341 German students in grades 7–9 who were assessed twice, one year apart. Using multi-process latent change score models, we found that changes in fluid intelligence were positively predicted by prior need for cognition, and changes in need for cognition were positively predicted by prior fluid intelligence. Changes in crystallized intelligence were not significantly predicted by prior Gf, prior NFC, or their interaction, contrary to theoretical assumptions. This pattern of results was largely replicated in a model including all constructs simultaneously. Our findings support the notion that intelligence and investment traits, particularly need for cognition, positively interact during cognitive development, but this interplay was unexpectedly limited to Gf.

Extensive research has highlighted the importance of Need for Cognition (NFC) in various contexts, but our understanding of its development remains limited. In particular, the current psychological literature is relatively silent regarding the factors influencing NFC development. We aim to address this gap by proposing a developmental model of NFC based on the principles of the Cognitive Adaptation Trait Theory (CATT). Through a comprehensive review of the current literature, we elucidate the potential key components contributing to the development of NFC in childhood and adolescence. Additionally, we outline several potential strategies to foster NFC development based on the key components of the model. The model aims to provide a starting point for future research on possible mechanisms underlying the development of NFC. Moving forward, future research should empirically test these hypotheses in real-world settings to enhance our understanding of NFC development and validate the suggested fostering strategies on their effectiveness.

Need for Cognition has been established as a key intellectual investment trait shaping students’ academic development. However, little is yet known about its malleability, particularly in youth. This study investigated stability and change in Need for Cognition in a large longitudinal sample of 3409 adolescents from 166 classes in 27 schools in Flanders. Participants reported on their Need for Cognition in Grades 7, 8, 11 and 12. First, the latent rank-order stability of Need for Cognition between Grades 7 and 11 was found to be r = 0.50. This stability was of a similar magnitude to that of the Big Five personality traits observed in the same sample and larger than that of academic intrinsic motivation. Second, trajectories of Need for Cognition over time were found to vary between individuals. In particular, three trajectory classes could be identified, differentiated mainly by the initial level of Need for Cognition (i.e., a low, medium, and high trajectory). Finally, cognitive ability, cognitive stimulation at home, and parental autonomy support, but not parental educational level, were associated with higher odds of belonging to the high Need for Cognition trajectory and lower odds of belonging to the low Need for Cognition trajectory.

While the extent to which individuals engage in and enjoy cognitive abilities, commonly known as need for cognition (NFC), has been suggested to promote adaptive behaviors associated with well-being, there has not been a systematic examination of the strength of the relationship between NFC and well-being. This meta-analysis sought to examine the association between NFC and well-being. Based on 108 effect sizes extracted from 52 samples (50 records), a small to medium positive relationship (r =.20, 95% CI [.16,.23], p <.001) between NFC and well-being was observed. Sub-group analyses revealed that NFC was associated with different aspects of well-being, including life satisfaction, positive affect, negative affect, purpose in life, self-acceptance, personal growth, environmental mastery, positive relations with others, autonomy, depression, anxiety and stress (|r|s = [.07,.45]). Exploratory moderation analyses showed that age moderated the relationship between NFC and well-being, whereby the positive relationship was stronger in younger samples. The gender proportion of the sample also moderated the relationship between NFC and well-being for certain specific measures of well-being, whereby the positive relationship between NFC and well-being was stronger among females. [ABSTRACT FROM AUTHOR]

The relation between prior knowledge and learning has been investigated in many studies. However, a recent meta-analysis showed that most of these studies suffered from serious methodological shortcomings, as they failed to account for knowledge growth over time, possible ceiling effects for learners with high prior knowledge, moderating effects of learning environments, and possible confounds between intelligence or traits that refer to intellectual investment and prior knowledge. The present study avoided these limitations. A total of 922 students were tested with progressively more difficult Rasch-scaled knowledge tests at four measurement points from Grades 5 to 7. The relation between prior knowledge and knowledge growth in six learning environments (i.e., mathematics, German, and English in regular and gifted classes) was investigated using multigroup latent growth curve models with and without controlling for students' intelligence and the intellectual investment trait of need for cognition. In regular classes, prior knowledge negatively predicted knowledge gains in all subjects. In gifted classes, prior knowledge negatively predicted knowledge gains only in German and English, and need for cognition positively predicted knowledge gains in mathematics but not in German or English. The results indicate that school instruction is designed to help all students reach the predefined learning goals and pass criterion-oriented tests. As a result, students with low prior knowledge tend to learn more than high prior knowledge students. More research is needed on how these processes are modulated by learning environments and are intertwined with students' intelligence and their intellectual investment. Educational Impact and Implications Statement: This study examined the relation between prior knowledge and learning in secondary school students in different learning environments (i.e., the three school subjects mathematics, German, and English, in classes for gifted students and regular classes). The results show that students with high prior knowledge learned less than students with low prior knowledge, even in the more cognitively demanding gifted classes. The results highlight that the current focus of school instruction is on achieving predefined learning goals and reducing variance in knowledge, not on expanding students' knowledge according to their individual potentials. [ABSTRACT FROM AUTHOR]

Personal growth initiative has been regarded as a protective factor for depression, but until now, the mediating mechanism is not precise. The present study investigated the role of need for cognition (NFC) and need for affect (NFA) (i.e., approach and avoidance) in the relationship between personal growth initiative and depression. We investigated 1652 senior school students (aged 14 to 18) to construct structural equation models. We uncovered two key findings. First of all, the NFA approach and the need for cognition mediated the effect of personal growth initiative on depression independently. More importantly, personal growth initiative influenced depression through the chain mediating effect of "NFA approach-NFC" and "NFC-NFA approach". These findings contribute to a deeper understanding of the links between these factors and suggest that high personal growth initiative may reduce depression from the need perspective. [ABSTRACT FROM AUTHOR]

This research examines the impact of employees' experience of highperformance work systems (HPWS) on their innovative behavior. The study draws upon social exchange theory to propose that employees' experience of HPWS influences their innovative behavior directly and through sequential mediation of social capital development and knowledge-sharing behavior. Additionally, the study uses the Elaboration Likelihood Model to highlight that individuals' need for cognition strengthens the relationship between employees' knowledge-sharing and innovative behaviors. The study employed a timelagged quantitative research design with survey data from 262 job incumbents in professional service firms. The proposed model was tested using the PLSSEM two-stage approach. The findings of the study confirm the proposed direct and indirect relationships. Moreover, the findings also confirm that the need for cognition strengthens the relationship between knowledge-sharing and individual innovation behaviors. The study posits that employees' experience of HRM systems can influence their innovative behavior as a reciprocal exchange toward the employer. Moreover, this study presents a comprehensive model that highlights the interplay of social and cognitive factors that can influence the relationship between HPWS and employees' innovation behavior. This study also fills a gap in the existing literature by highlighting the antecedents of innovative behavior in professional service firms. [ABSTRACT FROM AUTHOR]

The present study investigates how Klauer's (inductive) reasoning training and its effect on cognitive abilities are associated with Need for Cognition (NFC; the motivation to engage in cognitive efforts and enjoying it) of the trainees. 145 (in the end 121) preschool as well as primary school children (age 6 to 7 years) were trained with Klauer's inductive reasoning training Keiner ist so schlau wie ich (KISSWI; English translation: No one is as smart as me). The correlation between NFC and the subsequent change of cognitive abilities during the KISSWI-training as well as the training effect on NFC was examined. Overall, a correlation of r =.22 was found between NFC and the subsequent change of cognitive abilities during the training. There was also a small positive training effect on NFC from pre- to posttest (d = 0.21). On intelligence (CFT-1), Klauer's inductive training showed a small effect (pretest to posttest d = 0.39). These results provide first evidence that NFC interacts with Klauer's inductive reasoning training and underline the importance of considering individual differences of the trainees for cognitive training success. >Σ: 175 words. [ABSTRACT FROM AUTHOR]

The importance of self-related constructs in predicting academic achievement has been increasingly emphasized in recent decades. Typically, bivariate associations of self-related variables with achievements have been reported. Research quantifying the combined predictive power of more than two self-variables has been scarce. Moreover, except for the academic self-concept, these variables have almost always been measured across domains, i.e., without considering the specifics of individual school subjects. The current study aimed to statistically predict academic achievement (operationalized via school grades) in three major subjects (Chinese (native language), mathematics, and English (foreign language)) by using subject-tied scales, namely academic self-concept, conscientiousness, need for cognition, perseverance of effort, and consistency of interest. The sample comprised 791 Chinese adolescents. Each scale was related separately to each of the three school subjects. Hierarchical linear regression analyses were run. The control variable, biological sex, accounted for 2% of Chinese grades and 8% of English grades, but not of mathematics grades. Adding subject-specific self-concept scales increased the explained variance to 7% (Chinese), 16% (mathematics), and 32% (English). Further additions to the other four self-related scales did not increase the variances that were accounted for. The discussion underlines the relevance of subject-specific academic self-concepts as predictors for subject-tied academic achievements. [ABSTRACT FROM AUTHOR]

Need for Cognition (NFC) describes one's inclination towards and enjoyment of effortful cognitive activities and has been associated with favourable academic outcomes. Yet, recent evidence also points to beneficial outcomes regarding well-being. This review gives an overview of the literature on the role of NFC in well-being in healthy adults by combining random-effects meta-analyses and a qualitative integration of evidence. Studies investigating NFC and facets of well-being were acquired via database searches and a call for unpublished results. Higher NFC was found to be associated with lower neuroticism, anxiety, negative affect, burnout, public self-consciousness, and depression and with higher positive affect, private self-consciousness, and satisfaction (| | ~ .20 with 95% confidence intervals excluding zero for all examined outcomes). While tests for publication and selection bias in the meta-analyses were negative, heterogeneity was often observed. NFC was further associated with aspects of a more stable identity and higher social confidence, while associations with addictive behaviours and physical health were inconsistent. One mechanism driving these patterns seems to be a higher perceived control in individuals with higher NFC that increases active coping, but also reduces the effectiveness of health interventions by fostering a sense of overconfidence in own resources. Thus, this review provides a leverage point for future research on NFC and well-being to improve prevention and intervention. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the mutual effects of the study variables (mindful attention awareness, need for cognition, and cognitive insight) in gender (males - females), specialization (scientific - literary), and place of residence (urban - rural), and the interaction between them, as well as investigate the level of cognitive insight in its both dimensions according to the difference between: the level of mindful attention awareness(high - low), and the level of need for cognition (high - low). Additionally, the study aimed to identify the order of the pure hierarchical effect of both mindful attention awareness and the need for cognition in predicting cognitive insight, also the effects of demographic variables, as well as testing a model that explains the direct and indirect effects of mindful attention awareness on cognitive insight through the need for knowledge. The descriptive,,correlational, comparative approach was used. Tools used were: Mindful attention awareness scale, the Need for cognition scale, and the Cognitive Insight Scale (the researchers).Study tools were applied to a sample consisted of (500) students (males and females) from the Faculty of Education. Results indicated that there was a statistically significant effect of gender and place of residence and the interaction between them on the variable of mindful attention awareness. There was a statistically insignificant effect of place of residence on need for knowledge variable. Statistically significant for either type, specialization, and place of residence, or the interaction between them all in the cognitive insight variable, as well as the presence of statistically significant differences between the average scores of students with high and low mindful attention awareness in the total score of cognitive insight and then in the direction of those with high mindful attention awareness. Statistically significant differences were also found. between the average scores of students with high and low need for cognition in the total score of cognitive insight and then in the direction of high need for knowledge. It was also possible to hierarchical arrange the variables according to their ability in a pure, statistically significant way at the level (0.05) to explain the variance in cognitive insight as follows: “The need for cognition (35.1%), mindful attention awareness (19%), specialization (3.8%), gender (2.3%), and place of residence (0.02%).” In light of this, the researchers assumed a hypothetical causal model. The relationship between the variables is mediated by the need for knowledge. For the relationship between the two variables, mindful attention awareness and cognitive insight, it turns out that the need for cognition variable partially mediates the relationship between mindful attention awareness and cognitive insight. In light of these results, a set of educational recommendations and proposed research were formulated. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the effect of consumers' need for cognition on their sequential processing of brand extension. An online experiment was thus conducted with a sample of Korean women aged 30–39 years. The results revealed that perceived product-feature fit between a parent brand and its extension product category enhanced perceived similarity between the parent brand and its brand extension among participants low and high in need for cognition. Next, for participants low in need for cognition, the perceived similarity increased brand extension attitude and brand extension buying intention. For participants high in need for cognition, the perceived similarity and an interaction of perceived product-feature fit and parent-brand image fit between the parent brand and its extension product category influenced the brand extension attitude. Lastly, the brand extension attitude enhanced the brand extension buying intention among participants low and high in need for cognition. The study is among the first to empirically examine (a) the perceived sequential relationships among a brand extension, its parent brand and its extension product category and (b) differential effects of the perceived sequential relationships among them on brand extension attitude and brand extension buying intention between consumers low and high in need for cognition. [ABSTRACT FROM AUTHOR]

With the freedom to consume content on preferred devices at any time as long as there is an Internet connection, the growing demand for over-the-top (OTT) services is evident. In conjunction with the rise of OTT services, binge-watching has become a prevalent behavior. In this research, we explore whether personality traits including the Big Five and need for cognition wield an effect on OTT use and binge-watching. We used a large, diverse, population representative sample from South Korea to investigate this topic. Results indicated that openness to experience and need for cognition were positively related to OTT use. Openness to experience, emotional stability, conscientiousness, and need for cognition had a negative association with binge-watching. When the sample was split by OTT frequency, the binge-watching effects were obtained exclusively for daily OTT users. For non-daily OTT users, most of the personality traits did not exert an effect on binge-watching. Implications of the current findings as well as limitations and future research are presented.

Abstract A better understanding of factors that can affect preferences and choices may contribute to more accurate decision-making. Several studies have investigated the effects of cognitive biases on decision-making and their relationship with cognitive abilities and thinking dispositions. While studies on behaviour, attitude, personality, and health worries have examined their relationship with human values, research on cognitive bias has not investigated its relationship to individual differences in human values. The purpose of this study was to explore individual differences in biased choices, examining the relationships of the human values self-direction, conformity, power, and universalism with the anchoring effect, the framing effect, the certainty effect, and the outcome bias, as well as the mediation of need for cognition and the moderation of numeracy in these relationships. We measured individual differences and within-participant effects with an online questionnaire completed by 409 Brazilian participants, with an age range from 18 to 80 years, 56.7% female, and 43.3% male. The cognitive biases studied consistently influenced choices and preferences. However, the biases showed distinct relationships with the individual differences investigated, indicating the involvement of diverse psychological mechanisms. For example, people who value more self-direction were less affected only by anchoring. Hence, people more susceptible to one bias were not similarly susceptible to another. This can help in research on how to weaken or strengthen cognitive biases and heuristics.

This research examines the impact of employees’ experience of high-performance work systems (HPWS) on their innovative behavior. The study draws upon social exchange theory to propose that employees’ experience of HPWS influences their innovative behavior directly and through sequential mediation of social capital development and knowledge-sharing behavior. Additionally, the study uses the Elaboration Likelihood Model to highlight that individuals’ need for cognition strengthens the relationship between employees’ knowledge-sharing and innovative behaviors. The study employed a time-lagged quantitative research design with survey data from 262 job incumbents in professional service firms. The proposed model was tested using the PLS-SEM two-stage approach. The findings of the study confirm the proposed direct and indirect relationships. Moreover, the findings also confirm that the need for cognition strengthens the relationship between knowledge-sharing and individual innovation behaviors. The study posits that employees’ experience of HRM systems can influence their innovative behavior as a reciprocal exchange toward the employer. Moreover, this study presents a comprehensive model that highlights the interplay of social and cognitive factors that can influence the relationship between HPWS and employees’ innovation behavior. This study also fills a gap in the existing literature by highlighting the antecedents of innovative behavior in professional service firms.

Mass marketing scams (MMSs) impact millions of people with financial losses in the billions. Understanding what types of MMSs work is key to reducing the compliance rate. Inspired by Simon's work, we designed an experiment to examine how four different types of MMSs impact interest in and intention to respond to solicitations. We first conducted a cluster analysis on 215 actual MMS solicitations. The analysis revealed four distinct types of solicitations: negative-cold, one-reward letters, high emotionality, high scarcity letters where the prize is mentioned often, very colorful multi-prize letters, and low emotionality, low scarcity cold letters. In a second experiment, 281 participants (recruited on MTurk) were randomly assigned to read one of the four types of solicitations. Our data revealed differences in intention to respond by sending money. Furthermore, younger (vs. older) individuals indicated a higher interest in the solicitation and higher intention to send in money and rated the solicitations as significantly more beneficial and less risky. Finally, perceptions of risks and benefits were the main driving force behind compliance beyond interest and intention to comply. In line with Simon's ideas, our study highlights the need to examine both the environment (the types of solicitations) and the decision-maker. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop an intellectual humility scale in elementary science education. To achieve this goal, a preliminary survey of 11 teachers and a main survey of 791 elementary school students were conducted to examine the factor structure of intellectual humility in science. As a result, we were able to develop two versions of the scale, a full version and a short version, consisting of the 3 factor structures of "open mindedness," "prudence toward generalization," and "independence of intellect and ego". [ABSTRACT FROM AUTHOR]

There are multiple ways to report risk scale results. Varela et al. (2014) found that Static-99R results were interpreted differently by prospective jurors based on risk level (high vs low) and an interaction between risk level and risk communication format (categorical, absolute estimate, and risk ratio). We adapted and extended Varela et al.'s (2014) study using updated Static-99R norms, recruiting a population-wide sample (n = 166), and adding variables assessing the personality factors 'cognitive motivation' (i.e., need for cognition) and 'attitudinal affect' (i.e., attitudes toward sex offenders, authoritarianism). We found a main effect of risk level and no effect of either communication format or the interaction between the two. Adding the personality variables increased explained variance from 9% to 34%, suggesting risk perception may be more about the personality of the person receiving the information than the information itself. We also found an interaction between attitudes toward sex offenders and risk level. Our results suggest risk perception might be better understood if personality factors are considered, particularly attitudes toward sex offenders. Because biases/personality of the person receiving the information are unknown in real world settings we argue that sharing multiple methods for communicating risk might be best and more inclusive. [ABSTRACT FROM AUTHOR]

The creativity of live streaming video can affect consumers' value perception and emotion, thus stimulating their impulse buying. However, few studies consider the impact of video creativity combined with social presence on live streaming effect, and the difference in personal characteristics of consumers is also ignored. Therefore, based on the stimulus-organism-response (SOR) theory, this study constructs an influence mechanism model of live streaming consumers' impulse buying under the stimulation of quasi-site creativity. In the proposed model, quasi-site creativity stimulation is composed of divergence and social presence, which can trigger consumers' continuous viewing intention and impulse buying intention by arousing consumers' sense of gain, i.e., perceived value and positive affect. At the same time, we also consider the moderating effect of personal characteristic, need for cognition (NFC), on the relationship between quasi-site creativity stimulation and sense of gain. Structural equation modeling was employed to analysis the research model of this study. The results show that divergence and social presence are the key stimulus factors of consumers' continuous viewing intention and impulse buying intention, which can both arouse consumers' intermediate reaction of perceived value and positive affect. Furthermore, consumer's NFC plays a negative moderating role in the relationship between divergence or social presence and perceived value. Based on the findings of this study, it is suggested that live streaming managers improve the design of live streaming programs and provide strong quasi-site creativity stimulation to increase the viewing and transaction volume of live streaming, and design various quasi-site creativity live streaming programs for consumers with different NFC levels, so as to develop a broader potential market. [ABSTRACT FROM AUTHOR]