The role of need for cognition (NfC) in the effect of language modalities on integrated writing performance
Bibliographic Data
| ID | 9614616 |
|---|---|
| Authors | Choo Mui Cheong (0000-0001-9590-7681, Faculty of Education The University of Hong Kong Hong Kong China), Xinhua Zhu (0000-0003-2179-8691, Department of Chinese and Bilingual Studies The Hong Kong Polytechnic University Hong Kong China), Yaping Liu (0000-0001-6873-2257, Faculty of Education The University of Hong Kong Hong Kong China, corresponding author) |
| Year | 2022 |
| Volume | 92 |
| Issue | 4 |
| Pages | 1256-1277 |
| Publication date | 2022-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12498 |
| PMID | 35274742 |
| OpenAlex | W4220681132 |
| Language | EN |
| Citations received | 2 |
| References cited | 64 |
BACKGROUND: As a complex cognitive task, integrated writing (IW) requires not only different language modalities but also persistent cognitive effort. In practice, varied language modalities are taught together with IW tasks. However, little research has been done to investigate independent and integrated language tasks simultaneously. In addition, the need for cognition (NfC), which plays an important role in cognitive processing, has not been explored in the context of IW. AIMS: The present study aims to investigate the influence of different language modalities (i.e., reading and writing) on IW performance and how NfC moderates this influence. SAMPLE: A total of 246 Secondary Four students from three schools in Hong Kong. METHODS: Measures of reading, writing, NfC and IW performance were obtained. Structural equation modelling was used to explore the relationships between reading, writing and IW and investigate the role of NfC. RESULTS: Positive effects of reading and writing on IW performance were observed, and writing played a mediating role in the relationship between reading and IW at the same time. Although NfC negatively moderated the influence of reading on IW, it had no moderating effect on the influence of writing on IW. CONCLUSIONS: The teaching of different language modalities enhances IW performance. The negative moderating effect of NfC on the relationship between reading and IW performance implies that differentiated instruction is required due to individual differences in the influence of reading on IW. Regarding pedagogical implication, teachers should integrate the teaching of reading and writing and focus on cultivating students' cognitive needs to enhance their IW performance
Cognition · Cognitive psychology · Cognitive science · Linguistics · Modalities · Sociology · Anthropology · EFL/ESL Teaching and Learning · Neuroscience · Psychology · Second Language Learning and Teaching · Writing and Handwriting Education
Differences in written discourse in independent and integrated prototype tasks for next generation Toefl
Predicting human judgments of essay quality in both integrated and independent second language writing samples
Students' writing from sources for academic purposes
Reading and Writing Relations and Their Development
Cutoff criteria for fit indexes in covariance structure analysis
Score generalizability of academic writing tasks
Need for Cognition and External Information Search
Second Language Writers’ Strategy Use and Performance on an Integrated Reading‐Listening‐Writing Task
Effectiveness of Literacy Programs Balancing Reading and Writing Instruction
The Sciences of Reading and Writing Must Become More Fully Integrated
Readers as Writers Composing From Sources
Rational thinking and cognitive sophistication
The effects of variations in confession evidence and need for cognition on jurors’ decisions
The relation of rational and experiential information processing styles to personality, basic beliefs, and the ratio-bias phenomenon
Effects of need for cognition on message evaluation, recall, and persuasion
Principles and Practice of Structural Equation Modeling
The need for cognition
Approaches to learning, need for cognition, and strategic flexibility among university students
Reading and writing tasks on different university degree courses
Dispositional differences in cognitive motivation
Involvement and persuasion
An experimental investigation of need for cognition
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |