Need for Cognition and Approaches to Learning among University Students

This study explores the relationships among need for cognition and approaches to learning. We used the Need for Cognition Scale (Cacioppo & Petty, 1982, ), the short form and the Inventory of Learning Styles (Vermunt & Vermetten, 2004). The results revealed that the Need for Cognition Scale is a reliable measure, with a high Alfa Cronbach coefficient. The results showed that students with a high need for cognition engage frequently in deep learning activities, using strategies such as critical processing, relating and structuring while students with a low level of the need for cognition use strategies such as memorizing and rehearsing.