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The Need for Cognition and Meta-learning Competence among Students of Teacher Education at the University Level

100%
Uszyńska-Jarmoc J., Kunat B., Żak-Skalimowska M.
Kultura i Edukacja
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2018
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issue 4(122)
40-62
EN
Cognition and meta-learning competencies are important elements in teacher education programs. The research presented was aimed at discovering the link between the need for cognition and meta-learning competence. The research sample comprised 250 students of teacher education in their first-year of study for the degree of licencjat (Bachelor’s equivalent) and magister (Master’s equivalent). Research findings demonstrate the existence of 1) a correlation between the students’ need for cognition and their meta-learning competence, 2) differences between students at the Bachelor’s and Master’s level of education with regard to their expressed need for cognition and meta-learning competence (including subcomponents of the latter) which suggests that these needs and competencies develop over the course of their university education.
2
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Psychosocial Determinants of the Need for Cognition in Individuals with High Academic Achievements

100%
Żmuda A.
Roczniki Psychologiczne
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2023
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vol. 26
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issue 1
67-81
EN
The aim of the research was to verify what factors determine the level of the need for cognition (NFC) in students and doctoral students with high academic achievements. The project involved 207 participants: 102 individuals with high achievements and 105 without great scientific successes. The following tools were used: the Questionnaire of the Need for Cognition (in Polish adaptation), the Formal Characteristics of Behavior – Temperament Questionnaire Revised Version, the Popular Emotional Intelligence Questionnaire and the Questionnaire of Retrospectively Perceived Parental Attitudes. Research results indicate that in people with high academic achievement, emotional intelligence, activity and perceived mother’s inconsistency positively influence the need for cognition. In the comparison group, emotional intelligence is a positive predictor of NFC and the perceived attitude of father’s inconsistency is a negative predictor of NFC.
3
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Vliv individuálních faktorů a školního prostředí na vnímaný přínos školních diskusí o celospolečenských tématech

72%
Juhová D., Macháčková H., Šerek J., Macek P.
E-psychologie (E-psychology)
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2016
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vol. 10
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issue 3
13-25
EN
This study examined the connection between selected class factors (open classroom, teachers’ role in discussions, relationships in the classroom and the type of the school) and individual characteristics (students’ engagement in discussions, their shyness, a need for cognition, the interest in politics, and demographics) and students’ perceptions of the benefits of school discussions about social issues. The study used the data collected in a survey in 2014 from students of ninth grade of elementary schools and first grades in vocationally- and academically-oriented high schools in four regions in the Czech Republic; in this study, data from 729 adolescents (14-17 years) who experienced school discussions about social issues in the last year were analyzed. The results of multilevel linear model showed that discussions were perceived as more beneficial by students in classes with good relationships. Another positive link was found also with students‘ individual perceptions of open classroom, their perceptions of teachers‘ role in discussions as liberal, students‘ own greater engagement in discussions and their higher interest in politics. No link was found with gender, age, need for cognition or shyness. The findings can be beneficial for teachers to improve the quality of school discussions about civic issues.
CS
Cílem této studie bylo zjistit, zdali existuje spojitost mezi vybranými charakteristikami na straně třídy (otevřené vyučování, styl vystupování učitele, vztahy se spolužáky a typ školy) a individuálními charakteristikami studentů (vlastní zapojení do diskusí, plachost, potřeba poznávání, zájem o politiku a demografické proměnné) a jejich vnímáním přínosnosti školních diskusí o celospolečenských tématech. Ve studii byla využita dotazníková data, která byla v roce 2014 sesbírána od studentů devátých ročníků základních škol, prvních ročníků středních škol a gymnázií ve čtyřech krajích České republiky; v této studii byla analyzována data 729 studentů ve věku 14-17 let, kteří měli v posledním roce zkušenosti se školními diskusemi o společenských tématech. Podle víceúrovňového lineárního modelu vnímají diskuse jako přínosnější studenti ze tříd, ve kterých panují dobré vztahy mezi spolužáky, a rovněž studenti, kteří osobně vnímají školní vyučování jako otevřené, vystupování učitele v diskusích jako liberální, sami se do diskusí zapojují a zajímají se o politiku. Naopak nebyla potvrzena spojitost s pohlavím, věkem či potřebou poznávání a plachostí. Tato zjištění mohou pomoci učitelům v praxi zkvalitnit třídní diskuse o politice a celospolečenských tématech a zvýšit tak jejich vnímanou přínosnost pro studenty.
4
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Dyspozycja do myślenia w sposób otwarty i elastyczny – wprowadzenie teoretyczne i próba dookreślenia zjawiska

72%
Błaszczak A.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2022
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vol. 35
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issue 3
23-41
EN
The article introduces the concept of actively open-minded thinking to Polish literature on the subject matter as well as an attempt to translate the name into Polish in most adequate way. Actively open-minded thinking is a disposition typical for an individual or the strategy used to process information and make decisions. According to Baron it constitutes the base for rationality and critical thinking. It assumes a conscious and purposive looking for a diverse range of opinions and facts, despite individual preferences, in order to analyze the issue in an elaborate and unbiased way. The essence of such an analysis is to consider different perspectives in order to gain confidence that the selected option or inferences that were made are most adequate and reliable. The aim is to think reasonably and without biases. In addition to specifying what actively open-minded thinking is, the author compares this disposition with other features related to critical thinking present in the scientific discourse: reflexivity, the need for cognition, the need for cognitive closure, and a flexible mindset. In addition, the regulatory consequences of thinking in an open and flexible way, the sources of this disposition and methods of its measurement were discussed.
PL
W artykule podjęto próbę wprowadzenia do polskiej literatury nowego konstruktu, tj. dyspozycji do myślenia w sposób aktywnie otwarty i elastyczny, a także jak najbardziej adekwatnego przełożenia tej nazwy na język polski. Aktywnie otwarte myślenie jest dyspozycją charakterystyczną dla jednostki lub strategią stosowaną do przetwarzania informacji i podejmowania decyzji. Zdaniem Barona stanowi ono podstawę racjonalności i krytycznego myślenia. Polega na świadomym i celowym poszukiwaniu zróżnicowanych informacji odnoszących się do analizowanej kwestii, bez względu na pierwotnie faworyzowaną opcję. Istotą takiej analizy jest rozpatrywanie różnych punktów widzenia, aby uzyskać pewność, że wybrana opcja jest najlepszą z możliwych, a branie pod uwagę kontrargumentów ma zapobiec błędom w myśleniu i podejmowaniu decyzji. Oprócz doprecyzowania, czym jest myślenie otwarte i elastyczne, autorka zestawia tę dyspozycję z innymi, obecnymi w dyskursie naukowym cechami związanymi z krytycznym myśleniem: refleksyjnością, potrzebą poznania, potrzebą poznawczego domknięcia oraz nastawieniem na elastyczność. Ponadto omówione zostały konsekwencje regulacyjne myślenia w sposób otwarty i elastyczny, źródła tej dyspozycji i metody jej pomiaru.
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