Reference : A need for cognition scale for children and adolescents: Structural analysis and meas...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Multidisciplinary, general & others
	To cite this reference:	http://hdl.handle.net/10993/29375

Title :	A need for cognition scale for children and adolescents: Structural analysis and measurement invariance
Language :	English
Author, co-author :	Keller, Ulrich [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
	Strobel, Anja [Technische Universität Chemnitz > Institut für Psychologie]
	Wollschläger, Rachel [University of Trier > FB I - Psychologie]
	Martin, Romain [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Greiff, Samuel [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Vainikainen, Mari-Pauliina [University of Helsinki > Centre for Educational Assessment]
	Preckel, Franzis []
Publication date :	2019
Journal title :	European Journal of Psychological Assessment
Publisher :	Hogrefe & Huber
Volume :	35
Pages :	137-149
Peer reviewed :	Yes
Audience :	International
ISSN :	1015-5759
City :	Cambridge
Country :	MA
Keywords :	[en] need for cognition ; measurement invariance ; investment traits
Abstract :	[en] Need for Cognition (NFC) signifies “the tendency for an individual to engage in and enjoy thinking” (Cacioppo & Petty, 1982, p. 116). Up to now, no scale of sufficient psychometric quality existed to assess NFC in children. Using data from three independent, diverse cross-sectional samples from Germany, Luxembourg, and Finland, we examined the psychometric properties of a new NFC scale intended to fill in this gap. In all samples, across grades levels ranging from 1 to 9, confirmatory factor analysis confirmed the hypothesized nested factor structure based on Mussel’s (2013) Intellect model, with one general factor Think influencing all items and two specific factors Seek and Conquer each influencing a subset of items. At least partial scalar measurement invariance with regard to grade level and sex could be demonstrated. The scale exhibited good psychometric properties and showed convergent and discriminant validity with an established NFC scale and other non-cognitive traits such as academic self-concept and interests. It incrementally predicted mostly statistically significant but relatively small portions of academic achievement variance over and above academic self-concept and interest. Implications for research on the development of NFC and its role as an investment trait in intellectual development are discussed.
Target :	Researchers ; Professionals ; Students
Permalink :	http://hdl.handle.net/10993/29375
	also: http://hdl.handle.net/10993/41673
DOI :	10.1027/1015-5759/a000370

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