Feijer, Isa (2023) The Contribution of Academic Intrinsic Motivation, Need for Cognition, and Epistemic Curiosity on Hyperfocus in University Students. Bachelor thesis, Psychology.
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Abstract
The aim of the present study was to investigate the contribution of cognitive motivators (i.e., academic intrinsic motivation, the need for cognition, and epistemic curiosity) to the experience of hyperfocus in students. Motivation is thought to play a role in eliciting a hyperfocus state, but this role has not yet been investigated. A total of 375 first-year psychology students at the University of Groningen participated in our study. Once they were recruited through the SONA participant pool, the participants took the survey online. We analyzed the data using multiple regression and Pearson correlation. Our results showed that academic intrinsic motivation and deprivation sensitivity, which is a dimension of epistemic curiosity, were positively and significantly related to the frequency of hyperfocus in students. Interestingly, the need for cognition and joyous exploration, which is the other dimension of epistemic curiosity, were not significantly related to the frequency of hyperfocus in students. Additionally, we found that all cognitive motivators were associated with each other to some extent. Our study revealed the relevance of cognitive motivation to hyperfocus because some motivators contributed to eliciting a state of hyperfocus. These individual differences could explain why some students are more likely to get into a state of prolonged and deep focus.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Garcia Pimenta, M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 17 Jan 2023 12:25 |
| Last Modified: | 17 Jan 2023 12:25 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/1548 |
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