Briny, Oliver (2023) Unraveling the Threads of Academic Engagement: The Impact of Curiosity and Need for Cognition. Bachelor thesis, Psychology.
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Abstract
In the most advanced societies, we spend a great amount of time and resources in education. Thus, it is important to understand how time in education can be spent in a way that is most conducive of adaptive life outcomes. In modern educational settings, Academic Engagement has emerged as a construct of interest, with findings demonstrating its association with a wealth of positive outcomes. This study aimed to explore the relationship between Curiosity (Joyous Exploration, Deprivation Sensitivity, and Stress Tolerance) and Need for Cognition in predicting Academic Engagement among undergraduate students. A sample of undergraduate students (n=608) from the Psychology program at the University of Groningen completed self-report measures, including the Five-Dimensional Curiosity Scale, the Need for Cognition Scale-6, and the Utrecht Work Engagement Scale. When accounting for the Curiosity traits, the unique contribution of Need for Cognition to Academic Engagement was not significant. Curiosity traits played a crucial role in predicting Academic Engagement. These findings have important implications for educational settings, suggesting that fostering Curiosity traits may enhance students' Academic Engagement and as a result, motivation, and overall success. Keywords: curiosity, need for cognition, academic engagement, undergraduate students
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Garcia Pimenta, M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 20 Jul 2023 07:00 |
| Last Modified: | 20 Jul 2023 07:00 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2481 |
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