Effortful Cognitive Activity Research Articles

The Role of Need for Cognition in Well-Being – Review and Meta-Analyses of Associations and Potentially Underlying Mechanisms

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 Studies investigating NFC and facets of well-being were acquired via database searches and a call for unpublished results.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 (|ρ| ~ .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.

I like it because it hurts you: On the association of everyday sadism, sadistic pleasure, and victim blaming.

Past research on determinants of victim blaming mainly concentrated on individuals' just-world beliefs as motivational process underlying this harsh reaction to others' suffering. The present work provides novel insights regarding underlying affective processes by showing how individuals prone to derive pleasure from others' suffering-individuals high in everyday sadism-engage in victim blaming due to increased sadistic pleasure and reduced empathic concern they experience. Results of three cross-sectional studies and one ambulatory assessment study applying online experience sampling method (ESM; overall N = 2,653) document this association. Importantly, the relation emerged over and above the honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness personality model (Study 1a), and other so-called dark traits (Study 1b), across different cultural backgrounds (Study 1c), and also when sampling from a population of individuals frequently confronted with victim-perpetrator constellations: police officers (Study 1d). Studies 2 and 3 highlight a significant behavioral correlate of victim blaming. Everyday sadism is related to reduced willingness to engage in effortful cognitive activity as individuals high (vs. low) in everyday sadism recall less information regarding victim-perpetrator constellations of sexual assault. Results obtained in the ESM study (Study 4) indicate that the relation of everyday sadism, sadistic pleasure, and victim blaming holds in everyday life and is not significantly moderated by interpersonal closeness to the blamed victim or impactfulness of the incident. Overall, the present article extends our understanding of what determines innocent victims' derogation and highlights emotional mechanisms, societal relevance, and generalizability of the observed associations beyond the laboratory. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Need for Cognition is associated with a preference for higher task load in effort discounting

When individuals set goals, they consider the subjective value (SV) of the anticipated reward and the required effort, a trade-off that is of great interest to psychological research. One approach to quantify the SVs of levels of difficulty of a cognitive task is the Cognitive Effort Discounting Paradigm by Westbrook and colleagues (2013). However, it fails to acknowledge the highly individual nature of effort, as it assumes a unidirectional, inverse relationship between task load and SVs. Therefore, it cannot map differences in effort perception that arise from traits like Need for Cognition, since individuals who enjoy effortful cognitive activities likely do not prefer the easiest level. We replicated the analysis of Westbrook and colleagues with an adapted version, the Cognitive and Affective Discounting (CAD) Paradigm. It quantifies SVs without assuming that the easiest level is preferred, thereby enabling the assessment of SVs for tasks without objective order of task load. Results show that many of the 116 participants preferred a more or the most difficult level. Variance in SVs was best explained by a declining logistic contrast of the n-back levels and by the accuracy of responses, while reaction time as a predictor was highly volatile depending on the preprocessing pipeline. Participants with higher Need for Cognition scores perceived higher n-back levels as less effortful and found them less aversive. Effects of Need for Cognition on SVs in lower levels did not reach significance, as group differences only emerged in higher levels. The CAD Paradigm appears to be well suited for assessing and analysing task preferences independent of the supposed objective task difficulty.Protocol registrationThe stage 1 protocol for this Registered Report was accepted in principle on August 19, 2022. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/CPXTH.

Seeking, mastering, and enjoying cognitive effort: Scrutinizing the role of need for cognition in academic achievement

The construct of Need for Cognition reflects individual differences in the tendency to seek, engage in, and enjoy effortful cognitive activities. This study scrutinized the role of Need for Cognition in academic achievement in a large sample of Flemish adolescents (n = 3409; 49.6 % boys; Mage = 12.4 years). Using CFA and linear regressions models, findings revealed that Need for Cognition was uniquely associated with student's academic performance, above and beyond four student characteristics conceptually and empirically related to Need for Cognition, that is, cognitive ability, openness, persistence and intrinsic motivation. Moreover, two subdimensions of Need for Cognition, capturing specifically either students' eagerness to approach cognitive challenges or their preparedness to master them, were incrementally associated with academic performance. Investigating interactive effects between Need for Cognition and cognitive ability, Need for Cognition was observed to be associated with school performance independent of student ability. These findings emphasize that a positive appreciation of cognitive challenge is a key asset for students supporting their performance at school. Educational relevance statementThe construct of “Need for Cognition” refers to the degree individuals seek, engage in, and enjoy effortful cognitive activity. This study investigated to what extent the tendency to engage in cognitive activity is an asset for students at school. In a large sample of Flemish adolescents (n = 3409), the study found that Need for Cognition predicted student's academic performance, above and beyond four student characteristics conceptually and empirically related to Need for Cognition, that is, cognitive ability, openness to experience, persistence and intrinsic motivation for studying.

Measuring Intellectual Curiosity across Cultures: Validity and Comparability of a New Scale in Six Languages

Intellectual curiosity—the tendency to seek out and engage in opportunities for effortful cognitive activity—is a crucial construct in educational research and beyond. Measures of intellectual curiosity vary widely in psychometric quality, and few measures have demonstrated validity and comparability of scores across multiple languages. We analyzed a novel, six-item intellectual curiosity scale (ICS) originally developed for cross-national comparisons in the context of the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC). Samples from six countries representing six national languages (U.S. Germany, France, Spain, Poland, and Japan; total N = 5,557) confirmed that the ICS possesses very good psychometric properties. The scale is essentially unidimensional and showed excellent reliability estimates. On top of factorial validity, the scale demonstrated strict measurement invariance across demographic segments (gender, age groups, and educational strata) and at least partial scalar invariance across countries. As per its convergent and divergent associations with a broad range of constructs (e.g., Open-Mindedness and other Big Five traits, Perseverance, Sensation Seeking, Job Orientations, and Vocational Interests), it also showed convincing construct validity. Given its internal and external relationships, we recommend the ICS for assessing intellectual curiosity, especially in cross-cultural research applications, yet we also point out future research areas.

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

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.

Need for cognition and burnout in teachers - A replication and extension study.

Burnout has become more prevalent, mainly in social jobs, and there is evidence that certain personality traits protect against burnout. Only recently, studies have focused on investment traits like Need for Cognition (NFC), the stable intrinsic motivation to seek out and enjoy effortful cognitive activities. This study had three aims: First, the replication of findings by Grass et al. (2018), who investigated NFC and the burnout subscale reduced personal efficacy in student teachers, in a sample of 180 teachers. Second, investigating the role of perceived demands and resources in the context of NFC and burnout. And finally, creating an exploratory model for further research. The results indicated that unlike the student sample, the teachers' association of NFC and reduced personal efficacy was mediated by self-control but not reappraisal. Teachers with higher NFC and self-control also had lower burnout because they experienced their resources as fitting to the demands.

Need for Cognition Partially Mediates the Relationship Between Cognition and Subjective Well-Being

Aspects of cognitive functioning have been linked to measures of subjective well-being both cross-sectionally (Jones et al., 2003) and over time (Enkvist et al., 2013) but the mechanisms underlying this relationship remain unclear. One potential mechanism may be individuals’ need for cognition, or the dispositional tendency to enjoy and engage in effortful cognitive activities (Cacioppo & Petty, 1982). Analyses were conducted to examine need for cognition as a mediator of the relationship between five domains of cognition (episodic memory, processing speed, reasoning, spatial visualization, and vocabulary) and four dimensions of subjective well-being (life satisfaction, positive affect, negative affect, and depressive symptomatology) cross-sectionally in a large sample of healthy adults between the ages of 18-99. Results indicate that need for cognition partially mediates the relationship between all five domains of cognition and life satisfaction, negative affect, and depressive symptomatology, but does not mediate the relationship between cognition and positive affect.

Are motivational benefits of adequately challenging schoolwork related to students' need for cognition, cognitive ability, or both?

One important predictor of students' intrinsic motivation and schoolwork engagement is the balance between schoolwork difficulty and student skill level, such that students are adequately challenged. However, the question arises whether this is equally true for all students or whether there are students for whom having adequately challenging schoolwork is even more important than for others. In this study, we investigated whether students' cognitive ability and their need for cognition (i.e., their tendency to actively seek, engage in and enjoy effortful cognitive activity) affects students' motivational responses to adequately challenging schoolwork. Building on data from a large-scale survey among 3002 Flemish 7th graders, we found that adequately challenging schoolwork had a more favorable effect on intrinsic motivation and schoolwork engagement for students high in need for cognition than for students low in need for cognition. Student cognitive ability did not moderate the association between adequate challenge and motivational outcomes. The findings are discussed in light of school engagement and intellectual investment theory.

EHealth Literacy in UK Teenagers and Young Adults: Exploration of Predictors and Factor Structure of the eHealth Literacy Scale (eHEALS).

BackgroundIncreasingly, teenagers and young adults (TYAs) seek out health information online; however, it is not clear whether they possess electronic health (eHealth) literacy, defined as “the ability to select, appraise, and utilize good quality health information from the internet.” A number of factors are included in the Lily model proposed by Norman and Skinner underpinning the development of eHealth literacy. It is important to understand which elements may influence the development of eHealth literacy in young people, as the current generation will continue to “Google it” when faced with a health problem throughout their lives.ObjectiveThe objectives of this study are to explore potential factors influencing young people’s eHealth literacy and explore the underlying constructs of the eHealth Literacy Scale (eHEALS) in a population of UK university students.MethodsA total of 188 undergraduate psychology students from a large UK University were recruited as an opportunity sample. Of these, 88.8% (167/188) of participants were female with a mean age of 20.13 (SD 2.16) years and the majority were White British (159/188, 84.6%). Employing a cross-sectional design TYAs completed the following measures exploring eHealth literacy (eHEALS): Irrational Health Belief Scale; Newest Vital Sign (NVS), a measure of functional health literacy; Need for Cognition Scale, a preference for effortful cognitive activity; and General Self-Efficacy (GSE) Scale, exploring personal agency and confidence. The eHEALS was also subject to exploratory factor analysis (EFA), for which in addition to the total variance explained, the scree plot, eigenvalues, and factor loadings were assessed to verify the structure.ResultseHEALS and GSE were significantly positively correlated (r=0.28, P<.001) and hierarchical linear modeling revealed GSE as the significant predictor of scores on the eHEALS (F1,186=16.16, P<.001, R2=0.08), accounting for 8.0% of the variance. Other notable relationships were GSE and need for cognition (NFC) were also positively correlated (r=0.33, P<.001), and NFC and irrational health beliefs were significantly negatively correlated (r=–.14, P=.03). Using Spearman correlations, GSE and NVS (rs=0.14, P=.04) and NFC and NVS (rs=0.19, P=.003) were positively correlated. An EFA revealed the scale to be stable and identified a 2-factor structure related to information acquisition and information application.ConclusionsThis is the first study in the UK to explore relationships between these key variables and verify the structure of the eHEALS in a TYA population in the UK. The findings that self-efficacy has a major influence firmly consolidate its status as fundamental to the development of eHealth literacy. Future studies will explore the influence of body image and the development of eHealth literacy in more diverse TYA populations.

Contributions of Executive Function and Cognitive Intrinsic Motivation to University Students’ Reading Comprehension

AbstractReading comprehension is an incredibly complex, purposeful activity that involves simultaneous orchestration and integration of multiple processes. However, dominant perspectives suggest that two clusters of skills, word reading and language comprehension, account for successful reading. Such two‐factor models are problematic because they do not easily account for complexities in reading comprehension processes or for contributions to reading comprehension of other individual difference variables related to the purposeful nature of reading, such as executive functions (EFs) and intrinsic motivation. Further, simple models may lead to oversimplification of research questions, curricula, and instructional practices, causing researchers and educators to miss important contributors to reading comprehension necessary for students to develop into skilled readers. In this study, the authors assessed the unique contributions of EFs, both domain‐general and reading‐specific, and cognitive intrinsic motivation (i.e., the desire to engage in effortful cognitive activities) to reading comprehension in 122 university students beyond language comprehension and word‐reading skills. Findings confirm unique contributions of cognitive intrinsic motivation and reading‐specific EF to students’ reading comprehension beyond established predictors and domain‐general EFs. Findings also suggest complexities, such as impacts of language comprehension on word reading, as well as impacts of cognitive intrinsic motivation on both language and reading comprehension, that should be considered in theory and practice. Finally, because reading‐specific EF contributed to reading comprehension directly and indirectly beyond controls, these findings underscore the importance of applying knowledge of EF to specific reading processes to better support students who struggle to understand text.

Effectiveness of Self-Generation During Learning is Dependent on Individual Differences in Need for Cognition.

Self-generated information is better recognized and recalled than read information. This so-called generation effecthas been replicated several times for different types of stimulus material, different generation tasks, and retention intervals. The present study investigated the impact of individual differences in learners’ disposition to engage in effortful cognitive activities (need for cognition, NFC) on the effectiveness of self-generation during learning. Learners low in NFC usually avoid getting engaged in cognitively demanding activities. However, if these learners are explicitly instructed to use elaborate learning strategies such as self-generation, they should benefit more from such strategies than learners high in NFC, because self-generation stimulates cognitive processes that learners low in NFC usually tend not to engage in spontaneously. Using a classical word-generation paradigm, we not only replicated the generation effect in free and cued recall but showed that the magnitude of the generation effect increased with decreasing NFC in cued recall. Results are consistent with our assumption that learners higher in NFC engage in elaborate processing even without explicit instruction, whereas learners lower in NFC usually avoid cognitively demanding activities. These learners need cognitively demanding tasks that require them to switch from shallow to elaborate processing to improve learning. We conclude that self-generation is beneficial regardless of the NFC level, but our study extends the existing literature on the generation effect and on NFC by showing that self-generation can be particularly useful for balancing the learning disadvantage of students lower in NFC.

Intellectual Investment, Dopaminergic Gene Variation, and Life Events: A Critical Examination.

Need for Cognition (NFC) and Openness to Ideas are intellectual investment traits that are characterized by a tendency to seek out, engage in and enjoy effortful cognitive activity. Little, however, is known about the extent to which they are influenced by genetic and environmental factors. With the present contribution, we aim at furthering our knowledge on the mechanisms underlying intellectual investment traits by following-up on a recent investigation of the role of dopaminergic gene variation in intellectual investment. Employing a standard approach that relied on null-hypothesis significance testing, we found that, first, two dopaminergic genetic variants interacted in modulating individual differences in NFC, but not in Openness to Ideas; that, second, negative life events played a role in the modulation of Openness to Ideas, but not of NFC; and that, third, negative life events as assessed using another measure were only marginally related to Openness to Ideas while positive life events were associated with both Openness to Ideas and NFC, with the latter effect being also dependent on DRD4 exon III genotype. However, employing a Bayesian approach, the assumption of a genetic effect on investment traits was overall not supported, while the assumption of a role of positive life events in the modulation of investment traits could be confirmed, with a tentative increment in the prediction of NFC by adding an interaction of positive life events and DRD4 variation to the main effect of positive life events. Our findings underscore the importance to use different approaches in the field of personality neuroscience. To gain deeper insight into the basis of personality traits does not only require to consider genetic as well as environmental influences and their interplay, but also requires more differentiated statistical analyses that can at least in part tackle the often inconsistent findings in this field.

Sleep apnea: Altered brain connectivity underlying a working-memory challenge

Obstructive sleep apnea (OSA) is characterized by the frequent presence of neuro-cognitive impairment. Recent studies associate cognitive dysfunction with altered resting-state brain connectivity between key nodes of the executive and default-mode networks, two anti-correlated functional networks whose strength of activation increases or decreases with cognitive activity, respectively. To date no study has investigated a relationship between cognitive impairment in OSA and brain connectivity during an active working-memory challenge. We thus investigated the effect of OSA on working-memory performance and underlying brain connectivity.OSA patients and matched healthy controls underwent functional magnetic resonance imaging (fMRI) scanning while performing a 2-back working-memory task. Standard fMRI analyses highlighted the brain regions activated at increasing levels of working-memory load, which were used as seeds in connectivity analyses. The latter were based on a multiregional Psycho-Physiological-Interaction (PPI) approach, to unveil group differences in effective connectivity underlying working-memory performance.Compared with controls, in OSA patients normal working-memory performance reflected in: a) reduced interhemispheric effective connectivity between the frontal “executive” nodes of the working-memory network, and b) increased right-hemispheric connectivity among regions mediating the “salience-based” switch from the default resting-state mode to the effortful cognitive activity associated with the executive network. The strength of such connections was correlated, at increasing task-demands, with executive (Stroop test) and memory (Digit Span test) performance in neuro-cognitive evaluations.The analysis of effective connectivity changes during a working-memory challenge provides a complementary window, compared with resting-state studies, on the mechanisms supporting preserved performance despite functional and structural brain modifications in OSA.

Global-local processing impacts academic risk taking.

Research has shown that academic risk taking-the selection of school tasks with varying difficulty levels-affords important implications for educational outcomes. In two experiments, we explored the role of cognitive processes-specifically, global versus local processing styles-in students' academic risk-taking tendencies. Participants first read a short passage, which provided the context for their subsequent academic risk-taking decisions. Following which, participants undertook the Navon's task and attended to either global letters or local letters only, i.e., were either globally or locally primed. The effects of priming on academic risk taking were then assessed using a perception-based measure (Experiment 1) and a task-based measure (Experiment 2). Experiment 1 provided preliminary evidence, which Experiment 2 confirmed, that globally focused individuals took more academic risk than did locally focused individuals after controlling for participants' need for cognition (how much they enjoy effortful cognitive activities). Additionally, the inclusion of and comparisons with a control group in Experiment 2 revealed that locally focused participants drove the observed effects. The theory of predictive and reactive control systems (PARCS) provides a cogent account of our findings. Future directions and practical applications in education are discussed.

Cognitive Engagement Mediates the Relationship between Positive Life Events and Positive Emotionality.

Need for Cognition (NFC) is conceptualized as an individuals’ tendency to engage in and enjoy effortful cognitive activity and, thus, captures one’s cognitive engagement. It plays a well-established role in information processing in experimental or academic contexts. However, so far comparably little is known about its consequences for other than purely cognitive or academic outcomes. Indeed, NFC is positively associated with personality traits pertaining to Positive Emotionality (PE) and negatively to traits related to Negative Emotionality (NE). Moreover, evidence suggests NFC to be related to an active, problem-focused coping style. We therefore hypothesized NFC to mediate between life events and individual differences in PE and NE. In a sample of N = 202 volunteers from the general population, we observed that the number of past positive and negative life events had direct effects on PE, and NE, respectively, and that for positive life events, a mediating effect on PE via NFC was observed, with a higher number of past positive life events being related to higher NFC that in turn was related to increased PE. Thus, the present results lend support to the notion of NFC as an important factor supporting personal well-being by way of its mediating role between the number of past positive life events and positive affect.

Need for Cognition Promotes Adaptive Style of Self‐Focusing with the Mediation of Effortful Control

AbstractPrevious studies have indicated that “need for cognition” (NfC), which is the tendency to enjoy effortful cognitive activity, affects various cognitive processes and behaviors. However, the effects of NfC on mental adaptation have not been investigated. According to previous studies, it can be hypothesized that NfC decreases maladaptive self‐focusing, which is called self‐rumination, through increasing effortful control (EC); therefore, we hypothesized that NfC would indirectly inhibit self‐rumination through the mediation of EC. As we expected, the results of a cross‐sectional questionnaire study with 152 undergraduate participants indicated a negative indirect association between NfC and self‐rumination through the mediation of EC. Secondarily, the present results revealed a direct positive association between NfC and adaptive type of self‐focusing, which is called self‐reflection. The present study is the first to propose the possible contribution of NfC to mental health through decreasing self‐rumination and increasing self‐reflection.

Visual Processing and Need for Cognition Can Enhance Event-Sponsorship Outcomes

<h3>ABSTRACT</h3> How do sporting-event attendees visually or cognitively process sponsorship? In the context of a professional tennis event, the current study examined attendees9 visual processing and need for cognition in sponsorship processing. Need for cognition is a personality variable in psychology that reflects the extent to which consumers engage in and enjoy effortful cognitive activities. Findings demonstrated how visual processing played a role in the way attendees perceived sponsorship. Attendees who were high in need for cognition more likely would evaluate a non-endemic sponsor as fitting with the event than attendees who were lower in need for cognition.

Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters

Decades of achievement goal theory research reveal that a perceived mastery goal structure is consistently associated with positive student outcomes. Yet relatively little research has examined the conditional effects of mastery goal structure. Within the context of health education, we investigated whether the relations of mastery goal structure to a student's motivation to learn would be moderated by individual differences in the enjoyment and engagement of effortful cognitive activity—the need for cognition (NC). Data were collected from 660 high school students at two time points during semester-long health education courses. Consistent with our predictions, results indicate that the relation between mastery goal structure and increases in students' academic self-concept and values over time is stronger for low NC students and weaker for high NC students. The present study bridges applied research on classroom motivation with basic attitudes research—demonstrating that students' motivation to learn is a joint function of their perceptions of achievement-related messages provided by teachers and preferences for engaging in cognitively demanding activities.

Investment prompts cognitive development but why? A look at possible mechanisms

Recent research has substantiated the importance of personality investment traits for cognitive development, but less is known about the mechanisms through which investment traits contribute to intellectual growth. Investment traits refer to stable individual differences in the tendency to seek out, engage in, enjoy, and continuously pursue opportunities for effortful cognitive activity. As such, investment traits may predict an increased level of engagement in intellectual behaviours and activities, such as reading or visiting museums and theatres, thereby prompting intellectual growth. Alternatively, investment traits may be associated with individual differences in constructing (everyday) experiences, operating at a more basic level of information-engagement and -processing. This talk reviews the empirical evidence for both mechanisms, including cross-sectional and longitudinal studies on adult intelligence and cognitive ageing.