Cognitive psycholog
Fahime Ghadrian; Susan Alizade Fard; Khatere Borhani
Abstract
Introduction: This research was conducted with the aim of investigating the effect of uncertainty about others on conformity to prosocial behavior and the moderating role of gender and need for closure. Method: The statistical population of this study included men and women aged 20 to 40, which 120 subjects ...
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Introduction: This research was conducted with the aim of investigating the effect of uncertainty about others on conformity to prosocial behavior and the moderating role of gender and need for closure. Method: The statistical population of this study included men and women aged 20 to 40, which 120 subjects were selected through available sampling. A computer-based task in the form of a profitable game was designed using the Psychopy software to assess the prosocial behavior of the participants in different conditions of ambiguous stimulus exposure. Also, a short form of the Need for Closure Questionnaire by Reiss and Pilati (2020) was employed. The data were modeled using mixed models' methods in the R software. Results: In the modeling of the results of the research, the most favorable model showed that exposure to an ambiguous stimulus with a coefficient of 0.84 and the variable of the need to be closure with a coefficient of 0.54 led to an increase in conformity behavior in conformity of prosocial behavior. and the need to closure has a moderating role. Also, gender was not included in the optimal model and its effect was not significant. Conclusion: The results of the current study showed that exposure to ambiguous conditions causes an increase in conformity of prosocial behavior and that the need for closure has a positive role in this effect; however, gender does not play a role in this effect.
Reza Ghorban Jahromi; Elaheh Hejazi; Javad Ejei; Mohamad Khodayari Fard
Volume 2, Issue 2 , March 2014, , Pages 87-99
Abstract
The aim of the present study was investigating the mediating role of achievement goals in the relationship between need for closure and cognitive engagement based on students’ academic procrastination. For this reason, 268 third grade high school students (161 female & 107 male) from Shiraz ...
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The aim of the present study was investigating the mediating role of achievement goals in the relationship between need for closure and cognitive engagement based on students’ academic procrastination. For this reason, 268 third grade high school students (161 female & 107 male) from Shiraz were selected through multistage cluster sampling and answered to a self-report questionnaire consisted of need for closure scale (NFCS), achievement goals scale (AGS), cognitive engagement scale (MSLQ), and academic procrastination scale (PASS). The results generally showed that in an academic procrastination context need for closure dimensions have significant negative indirect effects on deep cognitive strategies through the mediation of achievement goals; however, this effect on shallow cognitive strategies is significant, negative, and indirect. The findings demonstrated that the direct effect of need for structure on mastery and performance-approach goals is significantly negative; but this effect on performance-avoidant goals was significantly positive. Moreover, the direct effect of need for certainty on mastery goals and performance-approach goals was respectively negative and positive, both significant. The direct effect of need for certainty on performance-avoidance goals was not significant. The effect of each of the achievement goals on shallow and deep cognitive strategies was different.
