Exploring the links between religiosity and learning motivation, belief in science, and need for cognition: insights from studies on Polish Catholics and atheists

Abstract

ABSTRACT This article examines the relationships between Catholic religious beliefs and learning motivation among Polish Catholics and atheists. Study 1 (n = 691) found that Catholics exhibited lower learning motivation compared to atheists, a difference linked to a weaker Belief in Science (BIS) and a lower Need for Cognition (NFC). Interestingly, monotheistic beliefs were positively related to learning motivation. To explore this relationship further, based on the similarities between monotheistic beliefs and intrinsic religious orientation, Study 2 focused on Catholics (n = 754) and examined their religious orientation. The results revealed that Catholics’ intrinsic religious orientation was associated with lower BIS, higher NFC, and greater learning motivation, both directly and indirectly. In turn, Catholics’ extrinsic religious orientation correlated with lower NFC. Considering the effect sizes, the mixed findings suggest that although Catholicism is strongly associated with weaker cognitive orientation (learning motivation, BIS, and NFC), certain aspects of Catholic belief, such as belief in a monotheistic God, may be weakly positively related to cognitive outcomes. These findings emphasise the importance of considering specific belief systems and cognitive processes in understanding Catholics’ learning motivation.