Utilizing Need for Cognition and Perceived Self-Efficacy to Predict Academic Performance1

By Steven M. Elias, R. Loomis. 2002

172 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/43aeb7ad24b209caddb48e30a8c0f9cad6f5ec0d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Thomas Franke
2. P. A. Gore
3. Ernest T. Pascarella
4. Shannon M. Suldo

In Experimental and Cognitive Psychology

1. Shannon M. Suldo
2. Emily J. Shaffer
3. Kristen Riley
4. Daniel Wessel
5. Thomas Franke
6. Christiane Attig
7. P. A. Gore
8. Ernest T. Pascarella

In Management Science and Operations Research

1. Thomas Franke
2. P. A. Gore
3. Ernest T. Pascarella
4. Matthew J. Mayhew
5. Shannon M. Suldo
6. Dawn M. Szymanski
7. Bonnie Moradi

Citations in the corpus

• A Personal Resource for Technology Interaction: Development and Validation of the Affinity for Technology Interaction (ATI) Scale (2019, background): “…accepted (Cacioppo & Petty, 1982; Cacioppo et al., 1996; Fleischhauer et al., 2010) and has proven valuable for explaining individual performance differences in various fields of applied psychology (e.g., Elias & Loomis, 2002; Smith, Kerr, Markus, & Stasson, 2001; Sojka & Deeter-Schmelz, 2008).”
• The Impact of First-Year Seminars on College Students’ Life-long Learning Orientations (2013, background): “The NFC scale has been positively associated with undergraduates’ ability to engage in evaluative conversations, high levels of verbal reasoning, a desire to maximize the intake of information (Cacioppo et al., 1996), and college grades (Elias & Loomis, 2002).”
• Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development (2014, background): “…responding, one’s desire to maximize information gained rather than maintain one’s perceived reality (cacioppo et al., 1996) and college grades (elias & loomis, 2002). the ncS is negatively linked with authoritarianism, need for closure, personal need for structure, the tendency to…”
• Academic Self-Efficacy as a Predictor of College Outcomes: Two Incremental Validity Studies (2006, background): “Elias and Loomis (2002) provided an example of how this strategy of measuring academic self-efficacy can be adapted to evaluate students’ confidence in their ability to successfully complete general undergraduate courses.”
• Academic Correlates of Children and Adolescents' Life Satisfaction (2006, background): “In addition to the desirable effects of positive academic self-perceptions on actual achievement (Choi, 2005; Elias and Loomis, 2002), efforts to enhance children’s academic self-efficacy are warranted due to the positive relationship with life satisfaction.”