Does Need for Cognition Determine Success in Science Problem-Based Learning? Analyzing Middle School Students’ Performance

• In Event: Learner Engagement and Success in Instructional Technology

Abstract

This study explores the role of need for cognition (NFC) in middle school students’ success in science problem-based learning (PBL). NFC, the inclination to exert mental effort, is linked to motivation and engagement in challenging tasks. Using a mixed-methods design, we examined NFC, motivation, learning performance, and their interrelations in technology-enriched PBL. Findings revealed significant positive relationships between NFC, intrinsic motivation, and learning performance. High NFC students outperformed low and medium NFC peers, though the low NFC group showed greater knowledge gains after PBL. Qualitative data provided further insights, highlighting the nuanced connections between NFC, motivation, and learning outcomes.

Authors

• Min Liu, University of Texas at Austin

• Songhee Han, Florida State University

• Peixia Shao, University of Texas at Austin

• Ying Cai, University of Texas at Austin