Need for cognition and academic motivation as predictors of students’ achievement

Abstract

According to the self-determination theory, behind the variety of motivation, there are just three (un)satisfied needs - for relatedness, competence and autonomy. There are also good theoretical and empirical reasons to assume that intrinsic motivation is, to a large extent, based on the need for cognition. In order to test incremental validity and mediating effects of intrinsic motivation and the need for cognition on academic achievement, many analyses of data from a previous investigation are performed. The data are generated applying the Scale of Academic Motivation for Students (SAM-SI) and the shortened Scale of the Need for Cognition (NFCS-S). The sample comprises 364 students of both gender (59% females), aged from 18 to 35 (M=20.05; SD=1.52). The predictors in hierarchical multiple regression analyses were some sociodemographic characteristics, the need for cognition and academic motivation, and the criteria, satisfaction with academic achievement and aspiration. Three complete structural models are tested through structural equation modelling. As significant predictors of achievement and aspiration, intrinsic motivation, amotivation and the need for cognition have been singled out. The results also indicate a significant mediating effect of intrinsic motivation via the need for cognition on academic achievement which contradicts the basic tenet of self-determination theory.