The influence of need for closure on learning and teaching

Educational Psychology Review

Volumn 21, Issue 4, 2009, Pages 303-323

  DeBacker, Teresa K ^a   Michael Crowson, H ^a  

^a UNIVERSITY OF OKLAHOMA   (United States)

Author keywords

Motivation; Need for closure

Indexed keywords

EID: 79957954436     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-009-9111-1     Document Type: Review

References (91)

1. Anderson, C. W., & Smith, E. L. (1984). Plants as producers: A case study of elementary science teaching. Journal of Research in Science Teaching, 21(7), 685-698.
2. Asch, S. E. (1952). Social psychology. Englewood Cliffs: Prentice Hall.
3. Berzonsky, M. D., & Sullivan, C. (1992). Social-cognitive aspects of identity style: Need for cognition, experiential openness, and introspection. Journal of Adolescent Research, 7, 140-155.
4. Boudreau, L. A., Baron, R. M., & Oliver, P. V. (1992). Effects of expected communication target expertise and timing of set on trait use in person description. Personality and Social Psychology Bulletin, 18, 447-451.
5. Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 385-418.
6. Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42, 116-131.
7. Cacioppo, J. T., Petty, R. E., Feinstein, J. A., Jarvis, W., & Blair, G. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition. Psychological Bulletin, 119(2), 197-253.
8. Champagne, A. B., Gunstone, R. F., & Klopfer, L. E. (1985). Instructional consequences of students' knowledge about physical phenomena. In L. H. T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 61-90). Orlando: Academic.
9. Chan, C., Burtis, J., & Bereiter, C. (1997). Knowledge building as a mediator of conflict in conceptual change. Cognition and Instruction, 15, 1-40.
10. Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49.
11. Chirumbolo, A., Livi, S., Mannetti, L., Pierro, A., & Kruglanski, A. W. (2004). Effects of need for closure on creativity in small group interactions. European Journal of Personality, 18, 265-278.
12. Chirumbolo, A., Mannetti, L., Pierro, A., Areni, A., & Kruglanski, A. W. (2005). Motivated closedmindedness and creativity in small groups. Small Group Research, 36(1), 59-82.
13. Clarebout, G., Elen, J., Luyten, L., & Bamps, H. (2001). Assessing epistemological beliefs: Schommer's questionnaire revisited. Educational Research and Evaluation, 7(1), 53-77.
14. Cohen, A. R. (1957). Need for cognition and order of communication as determinants of opinion change. In C. I. Hovland (Ed.), The order of presentation in persuasion. New Haven: Yale University Press.
15. Dahl, R. E., & Lewin, D. S. (2002). Pathways to adolescent health: Sleep regulation and behavior. Journal of Adolescent Health, 31, 175-184.
16. DeBacker, T. K., & Crowson, H. M. (2006). Influences on cognitive engagement and achievement: Personal epistemology and achievement motives. British Journal of Educational Psychology, 76, 535-551.
17. DeBacker, T. K., & Crowson, H. M. (2008). Measuring need for closure in classroom learners. Contemporary Educational Psychology, 33, 711-732.
18. DeBacker, T. K., Crowson, H. M., Beesley, A. D., Thoma, S. J., & Hestevold, N. (2008). The challenge of measuring epistemological beliefs: An analysis of three self-report instruments. Journal of Experimental Education, 76(3), 281-312.
19. De Grada, E., Kruglanski, A. W., Mannetti, L., & Pierro, A. (1999). Motivated cognition and group interaction: Need for closure affects the contents and processes of collective negotiations. Journal of Experimental Social Psychology, 35, 346-365.
20. Dickhäuser, O., & Reinhard, M. (2006). Factors underlying expectancies of success and achievement: The influential roles of need for cognition and general or specific self-concepts. Journal of Personality and Social Psychology, 90(3), 490-500.
21. Dijksterhuis, A., Van Knippenberg, A., Kruglanski, A. W., & Schaper, C. (1996). Motivated social cognition: Need for closure effects on memory and judgment. Journal of Experimental Social Psychology, 32, 254-270.
22. Dole, J. A., & Sinatra, G. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 109-128.
23. Duell, O. K., & Schommer-Aikins, M. (2001). Measures of people's beliefs about knowledge and learning. Educational Psychology Review, 13(4), 419-449.
24. Evans, C. J., Kirby, J. R., & Fabrigar, L. R. (2003). Approaches to learning, need for cognition, and strategic flexibility among university students. British Journal of Educational Psychology, 73(4), 507-528.
25. Freund, T., Kruglanski, A. W., & Shpitzajzen, A. (1985). The freezing and unfreezing of impressional primacy: Effects of need for structure and the fear of invalidity. Personality and Social Psychology Bulletin, 11(4), 479-487.
26. Fuligni, A., & Hardway, C. (2006). Daily variation in adolescents' sleep, activities, and psychological wellbeing. Journal of Research on Adolescence, 16(3), 353-378.
27. Furlong, P. (1993). Personal factors influencing informal reasoning of economic issues and the effect of specific instructions. Journal of Educational Psychology, 85, 171-181.
28. Gill, M. G., Ashton, P. T., & Algina, J. (2004). Changing preservice teachers' epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29, 164-185.
29. Greene, J. A., Azevedo, R., & Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43(3), 142-160.
30. Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change. Educational Psychology Review, 15, 147-179.
31. Harlow, L., Miranda, R. K., Crowson, H. M., & DeBacker, T. K. (2007). Epistemological beliefs and motives as predictors of achievement goals and cognitive engagement. Poster presented at the annual meeting of the American Educational Research Association, Chicago.
32. Heaton, A. W., & Kruglanski, A. W. (1991). Person perception by introverts and extraverts under time pressure: Effects of need for closure. Personality and Social Psychology Bulletin, 17, 161-165.
33. Heppner, P. P., Reeder, B. L., & Larson, L. M. (1983). Cognitive variables associated with personal problem solving appraisal: Implications for counseling. Journal of Counseling Psychology, 30, 537-545.
34. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
35. Houghton, D. C., & Grewal, R. (2000). Please, let's get an answer-any answer: Need for consumer cognitive closure. Psychology and Marketing, 17, 911-934.
36. Jonas, E., Schulz-Hardt, S., Frey, D., & Thelen, N. (2001). Confirmation bias in sequential information search after preliminary decisions: An expansion of dissonance theoretical research on selective exposure to information. Journal of Personality and Social Psychology, 80, 557-571.
37. Jonas, E., Graupmann, V., & Frey, D. (2006). The influence of mood on the search for supporting versus conflicting information: Dissonance reduction as a means of mood regulation? Personality and Social Psychology Bulletin, 32, 3-15.
38. Jost, J. T., Glaser, J., Kruglanski, A. W., & Sulloway, F. J. (2003). Political conservatism as motivated social cognition. Psychological Bulletin, 129(3), 339-375.
39. Klaczynski, P. (2000). Motivated scientific reasoning biases, epistemological beliefs, and theory polarization: A two-process approach to adolescent cognition. Child Development, 71, 1347-1366.
40. Klaczynski, P. A., & Lavallee, K. L. (2005). Domain-specific identity, epistemic regulation, and intellectual ability as predictors of belief-biased reasoning: A dual-process perspective. Journal of Experimental Child Psychology, 92, 1-24.
41. Klein, C. T., & Webster, D. M. (2000). Individual differences in argument scrutiny as motivated by need for cognitive closure. Basic and Applied Social Psychology, 22(2), 119-129.
42. Kruglanski (1980). Lay epistemo-logic-process and contents: Another look at attribution theory. Psychological Review, 87, 70-87.
43. Kruglanski, A. W. (1989). Lay epistemics and human knowledge: Cognitive and motivational bases. New York: Plenum.
44. Kruglanski, A. W. (1990). Lay epistemic theory in social-cognitive psychology. Psychological Inquiry, 1(3), 181-197.
45. Kruglanski, A. W., & Freund, T. (1983). The freezing and unfreezing of lay-inferences: Effects on impressional primacy, ethnic stereotyping, and numerical anchoring. Journal of Experimental Social Psychology, 19, 448-468.
46. Kruglanski, A. W., & Thompson, E. P. (1999). Persuasion by a single route: A view from the unimodel. Psychological Inquiry, 10, 83-109.
47. Kruglanski, A. W., & Webster, D. M. (1991). Group members' reactions to opinion deviates and conformists at varying degrees of proximity to decision deadline and of environmental noise. Journal of Personality and Social Psychology, 61, 212-225.
48. Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: Seizing and freezing. Psychological Review, 103, 263-283.
49. Kruglanski, A. W., Peri, N., & Zakai, D. (1991). Interactive effects of need for closure and initial confidence on social information seeking. Social Cognition, 9, 127-148.
50. Kruglanski, A. W., Webster, D. M., & Klem, A. (1993). Motivated resistance and openness to persuasion in the presence or absence of prior information. Journal of Personality and Social Psychology, 65(5), 861-876.
51. Kruglanski, A. W., Raviv, A., Bar-Tal, D., Raviv, A., Sharvit, K., Ellis, S., et al. (2005). Says who? Epistemic authority effects in social judgment. Advances in Experimental Social Psychology, 77, 345-392.
52. Kruglanski, A. W., Pierro, A., Mannetti, L., & De Grada, E. (2006). Groups as epistemic providers: Need for closure and the unfolding of group-centrism. Psychological Review, 113(1), 84-100.
53. Kuhn, D., & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 121-144). Mahwah: Lawrence Erlbaum Associates.
54. Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15(3), 309-328.
55. Kunda, Z. (1990). The case for motivated reasoning. Psychological Bulletin, 108, 480-498.
56. Larson, R., & Richards, M. H. (1991). Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child Development, 62, 284-300.
57. Maslow, A. H. (1943). Dynamics of personality organization, I & II. Psychological Review, 50, 514-558.
58. Mannetti, L., Pierro, A., Kruglanski, A., Taris, T., & Bezinovic, P. (2002). A cross-cultural study of the need for cognitive closure scale: Comparing its structure in Croatia, Italy, USA and The Netherlands. British Journal of Social Psychology, 41(1), 139-156.
59. Mayeless, O., & Kruglanski, A. W. (1987). What makes you so sure? Effects of epistemic motivations on judgmental confidence. Organizational Behavior and Human Decision Processes, 39, 162-183.
60. Miranda, R., DeBacker, T. K., & Crowson, H. M. (2008). Influences on achievement: Epistemic beliefs, epistemic motives, and achievement goals. Paper presented at the annual meeting of the American Educational Research Association, New York.
61. Murphy, P. K., & Alexander, P. A. (2004). Persuasion as a dynamic, multidimensional process: An investigation of individual and intraindividual differences. American Educational Research Journal, 41 (2), 337-363.
62. Murphy, P. K., & Mason, L. (2006). Changing knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 305-324). Mahwah: Lawrence Erlbaum Associates.
63. Neuberg, S. L., Judice, T. N., & West, S. G. (1997). What the need for closure scale measures and what it does not: Toward differentiating among related epistemic motives. Journal of Personality and Social Psychology, 72(6), 1396-1412.
64. Pierro, A., Mannetti, L., De Grada, E., Livi, S., & Kruglanski, A. W. (2003). Autocracy bias in informal groups under need for closure. Personality and Social Psychology Bulletin, 29(3), 405-417.
65. Preckel, F., Holling, H., & Vock, M. (2006). Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness. Psychology in the Schools, 43(3), 401-411.
66. Ravindran, B., Greene, B. A., & DeBacker, T. K. (2005). The role of achievement goals and epistemological beliefs in the prediction of pre-service teacher's cognitive engagement and application learning. Journal of Educational Research, 98(4), 222-233.
67. Richter, L., & Kruglanski, A. W. (1998). Seizing on the latest: Motivationally driven recency effects in impression formation. Journal of Experimental Social Psychology, 34, 313-329.
68. Roets, A., & Van Hiel, A. (2007). Separating ability from need: Clarifying the dimensional structure of the need for closure scale. Personality and Social Psychology Bulletin, 33, 266-280.
69. Roets, A., Van Hiel, A., & Cornelis, I. (2006). The dimensional structure of the need for cognitive closure scale: Relationships with "seizing" and "freezing" processes. Social Cognition, 24, 22-45.
70. Rubini, M., & Kruglanski, A. W. (1997). Brief encounters ending in estrangement: Motivated language use and interpersonal rapport in the question-answer paradigm. Journal of Personality and Social Psychology, 72, 1047-1060.
71. Sadowski, C. J., & Gülgöz, S. (1996). Elaborative processing mediates the relationship between need for cognition and academic performance. Journal of Psychology, 130(3), 303-307.
72. Schimel, J., Hayes, J., Williams, T., & Jahrig, J. (2007). Is death really the worm at the core? Converging evidence that worldview threat increases death-thought accessibility. Journal of Personality and Social Psychology, 92, 798-803.
73. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504.
74. Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1), 19-29.
75. Sinatra, G. M., & Kardash, C. M. (2004). Teacher candidates' epistemological beliefs, dispositions, and views on teaching as persuasion. Contemporary Educational Psychology, 29, 483-498.
76. Sinatra, G. M., & Pintrich, P. R. (2003). Intentional conceptual change. Mahwah: Lawrence Erlbaum Associates.
77. Stahl, E., & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17, 773-785.
78. Thompson, E. P., Roman, R. J., &Moskowitz, G. B. (1994). Accuracy motivation attenuates covert priming: The systematic reprocessing of social information. Journal of Personality and Social Psychology, 66, 474-489.
79. Venkatraman, M. P., & Price, L. L. (1990). Differentiating between cognitive and sensory innovativeness. Journal of Business Research, 20, 293-315.
80. Venkatraman, M. P., Marlino, D., Kardes, F. R., & Sklar, K. B. (1990). Effects of individual difference variables on response to factual and evaluative ads. Advances in Consumer Research, 17, 761-765.
81. Vosniadou, S. (2007). Conceptual change and education. Human Development, 50, 47-54.
82. Vosniadou, S. (2008). International handbook of research on conceptual change. New York: Routledge.
83. Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
84. Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science: A Multidisciplinary Journal, 18, 123-183.
85. Wason, P. C. (1960). On the failure to eliminate hypotheses in a conceptual task. The Quarterly Journal of Experimental Psychology, 12, 129-140.
86. Webster, D. M. (1993). Motivated augmentation and reduction of the overattribution bias. Journal of Personality and Social Psychology, 65, 261-271.
87. Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 76(6), 1049-1062.
88. Webster, D. M., Richter, L., & Kruglanski, A. W. (1996). On leaping to conclusions when feeling tired: Mental fatigue on impressional primacy. Journal of Experimental Social Psychology, 32, 181-195.
89. Webster, D. M., Kruglanski, A. W., & Pattison, D. A. (1997). Motivated language use in intergroup contexts: Need-for-closure effects on the linguistic intergroup bias. Journal of Personality and Social Psychology, 72, 1122-1131.
90. West, R. F., Toplak, M. E., & Stanovich, K. E. (2008). Heuristics and biases as measures of critical thinking: Associations with cognitive ability and thinking dispositions. Journal of Educational Psychology, 100 (4), 930-941.
91. Wolfson, A. R., & Carskadon, M. A. (1998). Sleep schedules and daytime functioning in adolescents. Child Development, 69, 875-887.