Need for cognition, academic self-efficacy and parental education predict the intention to go to college-evidence from a multigroup study
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View abstract on PubMed
Summary
This summary is machine-generated.Students with a higher need for cognition (NFC) and academic self-efficacy (ASE) are more likely to intend to pursue higher education. ASE mediates the effect of NFC on study intentions, regardless of family academic background.
Area Of Science
- Educational Psychology
- Sociology of Education
Background
- Academic success is influenced by cognitive ability, personal traits like need for cognition (NFC), and social background.
- Students from academic households are more likely to pursue higher education.
- Previous research has primarily focused on academic success, not the decision to pursue it.
Purpose Of The Study
- To investigate need for cognition (NFC) and academic self-efficacy (ASE) as predictors of college intentions.
- To examine the mediating role of ASE in the relationship between NFC and study intentions.
- To analyze the influence of NFC and ASE on study intentions considering students' generational status.
Main Methods
- Survey data from 1,389 German high school students.
- Statistical analyses including mediation and multigroup analyses.
- Investigated relationships between NFC, ASE, and study intentions.
Main Results
- Positive relationships were found between NFC, ASE, and study intention.
- Academic self-efficacy (ASE) significantly mediated the effect of need for cognition (NFC) on study intentions.
- NFC and ASE influenced study intentions differently for students from academic versus non-academic households.
Conclusions
- NFC and ASE are important psychological factors influencing the decision to pursue higher education.
- Interventions aimed at increasing NFC and ASE may encourage more students to pursue academic paths.
- Understanding the interplay of personal traits and social background is crucial for promoting educational equity.
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