The influence of need for cognitive closure on academic performance,interpersonal relationships and subjective well-being of undergraduates

Abstract

Objective To investigate the influence of need for cognitive closure on academic performance,interpersonal relationships and subjective well-being of undergraduates.Methods 250 undergraduates from Xinxiang Medical University and 200 undergraduates from Henan Normal University were tested by questionnaires,including of need for cognitive closure scale,interpersonal relationships subscale of SCL-90 and undergraduates＇subjective well-being scale.Results ①The scores in the need for cognitive closure of the better academic-performance undergraduates were significant higher than those of the undergraduates with no better academic-performance ( t =2.21,P ＜ 0.05 ).②Decisiveness of need for cognitive closure was a negative predicator of interpersonal relationships(β =-0.34,P ＜ 0.01 ).③Need for cognitive closure,decisiveness and need for structure factor were significant positive predicators of self-satisfaction,life satisfaction,social behavior,and energy factors in undergraduates＇subjective well-being (β =0.13 ～ 0.32,P ＜ 0.01 ).Need for cognitive closure was a significant predicator of negative emotions and positive emotions (β =-0.13,β =0.13,P ＜ 0.01 ).Decisiveness-factor was a negative predicator of negative emotions and interpersonal relationships in undergraduates＇subjective well-being,and was a positive predicator of family satisfaction(β =-0.22,β =-0.19,β =0.26,P＜0.01 ).Need for structure factor was a significant positive predicator of positive emotions (β =0.13,P ＜ 0.01 ).Conclusion Need for cognitive closure has some influence on undergraduates' academic performance,interpersonal relationships and subjective well-being. Key words: Need for cognitive closure ; Academic performance ; Interpersonal relationships ; Subjective well-being ;