Need for Cognitive Closure and Learning: Research Gaps and Future Directions
DOI:
https://doi.org/10.56294/piii2024292Keywords:
Need for Cognitive Closure, Learning, Emotions, Prejudice, materials processing, Need for Cognitive Closure, Materials processingAbstract
Introduction: This review examined the interplay among need for cognitive closure, learning, emotions and prejudice. The need to explore this interplay arises from the lack of comprehensive studies addressing how need for cognitive closure affects information processing in broader contexts, especially in relation to important social issues (such as discrimination and prejudice). We sought to highlight the importance of investigating possible interventions using these materials.
Methods: A comprehensive review of the academic literature was conducted using relevant databases.
Results: No studies were found that comprehensively investigate the relationship between need for cognitive closure, learning, emotions and prejudice in the context of socially relevant materials (these materials may include texts, videos, interviews, etc). Specifically, no interventions were found that used these materials to address these issues.
Conclusions: The lack of studies addressing the interplay between the need for cognitive closure, learning, emotions, and prejudice in relation to socially relevant materials represents an important gap in research. More research in this area is urgently needed to better understand how the need for cognitive closure affects information processing in important social contexts and how effective interventions using these materials can be developed to address these issues.
References
Allport GW. The nature of prejudice. 25a ed. Addison Wesley Publishing Company; 1979.
Baldner C, Jaume LC, Pierro A, Kruglanski AW. The epistemic bases of prejudice: The role of need for cognitive closure. 2019.
Cacioppo JT, Petty RE. The need for cognition. J Pers Soc Psychol [Internet]. 1982;42(1):116–31. Disponible en: http://dx.doi.org/10.1037/0022-3514.42.1.116
DeBacker TK, Crowson HM. Measuring need for closure in classroom learners. Contemp Educ Psychol [Internet]. 2008;33(4):711–32. Disponible en: http://dx.doi.org/10.1016/j.cedpsych.2007.06.001
DeBacker TK, Crowson HM. The influence of need for closure on learning and teaching. Educ Psychol Rev [Internet]. 2009;21(4):303–23. Disponible en: http://dx.doi.org/10.1007/s10648-009-9111-1
Jaume LC, Roca MA, Ferrero PF, Azzollini SC. La influencia de la necesidad de cierre cognitivo en la adhesión a la ideología del rol de género. Rev Cient Arbitr Fund MenteCl [Internet]. 2022;7. Disponible en: http://dx.doi.org/10.32351/rca.v7.314
Elliot AJ. Approach and avoidance motivation and achievement goals. Educ Psychol [Internet]. 1999;34(3):169–89. Disponible en: http://dx.doi.org/10.1207/s15326985ep3403_3
Elliot AJ, Harackiewicz JM. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. J Pers Soc Psychol [Internet]. 1996;70(3):461–75. Disponible en: http://dx.doi.org/10.1037/0022-3514.70.3.461
Harlow L, DeBacker T, Crowson HM. Need for closure, achievement goals, and cognitive engagement in high school students. J Educ Res [Internet]. 2011;104(2):110–9. Disponible en: http://dx.doi.org/10.1080/00220670903567406
Linnenbrink-Garcia L, Pekrun R. Students’ emotions and academic engagement: Introduction to the special issue. Contemp Educ Psychol [Internet]. 2011;36(1):1–3. Disponible en: http://dx.doi.org/10.1016/j.cedpsych.2010.11.004
López-Cassà È, Bisquerra Alzina R. Emociones epistémicas: Una revisión sistemática sobre un concepto con aplicaciones a la educación emocional. rieeb [Internet]. 2023;3(2):35–60. Disponible en: http://dx.doi.org/10.48102/rieeb.2023.3.2.58
Muis KR, Chevrier M, Denton CA, Losenno KM. Epistemic emotions and epistemic cognition predict critical thinking about Socio-scientific issues. Front Educ [Internet]. 2021;6. Disponible en: http://dx.doi.org/10.3389/feduc.2021.669908
Pekrun R, Stephens EJ. Academic emotions. En: APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors. Washington: American Psychological Association; 2012. p. 3–31.
Petty RE, Briñol P, Loersch C, Mccaslin MJ, Leary MR, Hoyle RH. The need for cognition. Handbook of individual differences in social behavior. 2009;318.
Recart, E., Jaume, L. C., Passero, M. T., & Azzollini, S., editor. Efectos de la necesidad de cierre cognitivo en los estilos decisorios: un abordaje exploratorio [Internet]. Vol. 7. Universidad de Buenos Aires. Facultad de Ciencias Sociales; Psocial; 2021 [citado el 20 de abril de 2024]. Disponible en: http://portal.amelica.org/ameli/journal/123/1232267020/
Rezazadeh M, Zarrinabadi N. Examining need for closure and need for cognition as predictors of foreign language anxiety and enjoyment. J Multiling Multicult Dev [Internet]. 2023;44(2):83–95. Disponible en: http://dx.doi.org/10.1080/01434632.2020.1798972
Roets A, Van Hiel A, Dhont K. Is sexism a gender issue? A motivated social cognition perspective on men’s and women’s sexist attitudes toward own and other gender. Eur J Pers [Internet]. 2012;26(3):350–9. Disponible en: http://dx.doi.org/10.1002/per.843
Roets A, Kruglanski AW, Kossowska M, Pierro A, Hong Y-Y. The motivated gatekeeper of our minds. En: Advances in Experimental Social Psychology. Elsevier; 2015. p. 221–83.
Theodorou A, Kosic A. Need for closure, morality, and prejudice: The relationship between the need for closure, stereotyped in-group and out-group morality, and prejudice toward the out-group. Social Psychology [Internet]. 2021;52(6):343–50. Disponible en: http://dx.doi.org/10.1027/1864-9335/a000462
van Hiel A, Pandelaere M, Duriez B. The impact of need for closure on conservative beliefs and racism: Differential mediation by authoritarian submission and authoritarian dominance. Pers Soc Psychol Bull [Internet]. 2004;30(7):824–37. Disponible en: http://dx.doi.org/10.1177/0146167204264333
Viola M, Baldner C, Pierro A. How and when need for cognitive closure impacts attitudes towards women managers (Cómo y cuándo la necesidad de cierre influye en las actitudes hacia las mujeres directivas). Rev Psicol Soc [Internet]. 2023;38(1):157–91. Disponible en: http://dx.doi.org/10.1080/02134748.2022.2139065
White HA. Need for cognitive closure predicts stress and anxiety of college students during COVID-19 pandemic. Pers Individ Dif [Internet]. 2022;187(111393):111393. Disponible en: http://dx.doi.org/10.1016/j.paid.2021.111393
Wronska MK, Bujacz A, Gocłowska MA, Rietzschel EF, Nijstad BA. Person-task fit: Emotional consequences of performing divergent versus convergent thinking tasks depend on need for cognitive closure. Pers Individ Dif [Internet]. 2019;142:172–8. Disponible en: http://dx.doi.org/10.1016/j.paid.2018.09.018
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Maximiliano Luis Leiva, Jazmin Cevazco (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
