Development of Chinese Junior High School Students' Creative Potential: Within-Person and Between-Person Effects of Student-Student Support and Need for Cognition

The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance

BACKGROUND

As a complex cognitive task, integrated writing (IW) requires not only different language modalities but also persistent cognitive effort. In practice, varied language modalities are taught together with IW tasks. However, little research has been done to investigate independent and integrated language tasks simultaneously. In addition, the need for cognition (NfC), which plays an important role in cognitive processing, has not been explored in the context of IW.

AIMS

The present study aims to investigate the influence of different language modalities (i.e., reading and writing) on IW performance and how NfC moderates this influence.

SAMPLE

A total of 246 Secondary Four students from three schools in Hong Kong.

METHODS

Measures of reading, writing, NfC and IW performance were obtained. Structural equation modelling was used to explore the relationships between reading, writing and IW and investigate the role of NfC.

RESULTS

Positive effects of reading and writing on IW performance were observed, and writing played a mediating role in the relationship between reading and IW at the same time. Although NfC negatively moderated the influence of reading on IW, it had no moderating effect on the influence of writing on IW.

CONCLUSIONS

The teaching of different language modalities enhances IW performance. The negative moderating effect of NfC on the relationship between reading and IW performance implies that differentiated instruction is required due to individual differences in the influence of reading on IW. Regarding pedagogical implication, teachers should integrate the teaching of reading and writing and focus on cultivating students' cognitive needs to enhance their IW performance.

Curiosity helps: Growth in need for cognition bidirectionally predicts future reduction in anxiety and depression symptoms across 10 years

INTRODUCTION

Decreased motivational tendency to seek out, engage in, and enjoy investing in complex cognitive processes in a sustained manner (need for cognition; NFC) may be a predictor and consequence of heightened anxiety and depression symptoms (ADS). However, the majority of investigations on this topic have been cross-sectional, which hinders causal inferences.

METHODS

The current study thus determined the within-person relations between NFC and ADS by using random intercept cross-lagged panel model (RI-CLPM) and bivariate dual latent change score (BLCS) approaches to separate between- and within-person effects. RI-CLPM and BLCS also present with advantages of adjusting for regression to the mean, baseline scores, autoregressive and lagged effects, and minimizing measurement error. Community-dwelling adults (n = 6750) completed the Mental Health Inventory-5 and trait-level NFC scales approximately every one year across 10 years.

RESULTS

RI-CLPM showed that within persons, lower level of NFC predicted higher future level of ADS, and vice versa (d = -0.852 to -0.498). Likewise, BLCS demonstrated that within persons, smaller change in NFC forecasted larger subsequent increase in ADS, and conversely (d = -0.631 to -0.519). Findings remained after adjusting for socio-demographic covariates.

CONCLUSION

Consistent with theories, findings suggested that the within-person level-to-future level and change-to-future change relations among NFC and ADS were bi-directional and negative, with moderate-to-large effect sizes. Targeting NFC may treat or prevent the emergence of depression and anxiety disorders. Such efforts may include augmenting or personalizing evidence-based cognitive-behavioral therapeutic strategies for individuals with or at-risk for heightened ADS.