Typical intellectual engagement as a byproduct of openness, learning approaches, and self‐assessed intelligence
Typical intellectual engagement as a byproduct of openness, learning approaches, and self‐assessed intelligence
复制标题
典型的智力参与是开放性、学习方法和自我评估智力的副产品
DOI：
--
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
A. Furnham
中科院分区：
文献类型：
--
作者：
A. Arteche;T. Chamorro;P. Ackerman;A. Furnham
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.
