Typical Intellectual Engagement as a Byproduct of Openness, Learning Approaches, and Self-Assessed Intelligence

Autor/inn/en	Arteche, Adriane; Chamorro-Premuzic, Tomas; Ackerman, Phillip; Furnham, Adrian
Titel	Typical Intellectual Engagement as a Byproduct of Openness, Learning Approaches, and Self-Assessed Intelligence
Quelle	In: Educational Psychology, 29 (2009) 3, S.357-367 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Intelligence; Learning Motivation; Information Seeking; Teaching Methods; Self Evaluation (Individuals); Foreign Countries; Cognitive Style; Personality Traits; Reading Habits; Problem Solving; Thinking Skills; Abstract Reasoning; Correlation; Learning Processes; College Students; Measures (Individuals); United Kingdom; United States + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Motivation for studies; Lernmotivation; Informationserschließung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Cognitive styles; Kognitiver Stil; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Reading habit; Lesegewohnheit; Problemlösen; Denkfähigkeit; Abstraktes Denken; Denken; Korrelation; Learning process; Lernprozess; Collegestudent; Messdaten; Großbritannien; USA
Abstract	Students (n = 328) from US and UK universities completed four self-report measures related to intellectual competence: typical intellectual engagement (TIE), openness to experience, self-assessed intelligence (SAI), and learning approaches. Confirmatory data reduction was used to examine the structure of TIE and supported five major factors: reading and information seeking, intellectual avoidance, directed complex problem solving, abstract thinking, and intellectual pursuits as a primary focus. These factors were significantly and positively associated with deep learning, openness, and SAI, and negatively related to surface learning. Other correlates of TIE were more factor-dependent. In general, correlations suggested that TIE is related to, but different from, the other intellectual competence constructs examined. Results are discussed in relation to the typical performance approach to intelligence and the importance of TIE with regards to the intrinsic motivation to learn. (Contains 2 figures, 3 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10