Measuring need for closure in classroom learners

Need for closure, as formulated by Kruglanski and colleagues [Kruglanski, A. W. (1990). Lay epistemic theory in social-cognitive psychology. Psychological Inquiry, 1(3), 181–197; Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: Seizing and freezing. Psychological Review, 103, 263–283; Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 76(6), 1049–1062], refers to the motivated tendency to seek structure, simplify complex information, and avoid ambiguity. In this article, we argue that this motive may impact classroom learning in important ways and introduce a self-report measure of need for closure situated in the classroom learning environment. Psychometric properties of the new measure are assessed in multiple samples using exploratory and confirmatory factor analysis. Correlations between the new measure and existing indicators of cognitive closure, as well as variables known to influence motivation and academic achievement, support our assertions regarding the association between need for closure and academic functioning while also providing evidence for the construct validity of the measure. Finally, internal consistency and test–retest reliability suggest that the new measure functions as a reliable measure of need for closure within the classroom.     

Comparative Study of Serum Amylase and Lipase in Acute Pancreatitis Patients

To establish utility of single enzymatic marker for the diagnosis of acute pancreatitis. This is a cohort study. Tertiary care centre proven cases of acute pancreatitis (n = 50) admitted in surgery ward between December 2011 and May 2013 were included in the study. Serum amylase and lipase were performed along with many analytes. All relevant data including serum lab values and imaging were collected. All 50 patients included in the study had raised serum lipase, 42 patients had both amylase and lipase raised, 8 patients had amylase normal but lipase raised. In smaller hospitals where limited lab and radiological facilities are available, estimation of serum lipase will be a better choice over serum amylase in diagnosis of acute pancreatitis.     

Gender and Orientations Toward the Future: Links to Motivation

Literature on future orientation and motivation was examined for gender differences. Research revealed gender differences from five theoretical orientations: achievement motivation, future time orientation, possible selves, expectancy-value, and social-cognitive. Some of those differences seemed best explained in terms of generational differences in gender role expectations. Gender differences were found in extension and density of future goals. Men had further extension but fewer goals than women. Evidence suggested that women's future expectations have become more similar to men's in the career realm, although women also have maintained their focus on interpersonal goals. An implication is that schools are a potentially powerful sociocultural context that can encourage students to envision futures that are not constrained by gender, race/ethnicity, or other stereotypes.     

The Influence of Need for Closure on Learning and Teaching

A primary goal of educational systems is to provide learners with the information, skills, and dispositions needed to be an effective member of a complex and information-rich society. To effectively address this goal, educators and educational psychologists need to understand both the ability and the willingness of learners to grapple effectively with information. A psychological construct that may illuminate heretofore unexplored aspects of learners’ willingness or reluctance to grapple with information is the need for closure (Kruglanski, Psychol Inq 1(3):181–197, 1990; Kruglanski and Webster, Psychol Rev 103:263–283, 1996; Webster and Kruglanski, J Pers Soc Psychol 76(6):1049–1062, 1994). The purpose of this article is to provide educational psychologists with a theoretical overview of need for cognitive closure, highlighting its applicability to instructional settings. We will also discuss what closure needs may look like within the classroom and the conditions under which they may be exhibited. We argue for the relevance of the need for closure construct for improving educators’ understanding of teaching and learning processes.     

Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals

This investigation employed a longitudinal design to examine the influence of a one-shot growth mindset intervention on ninth-graders’ implicit beliefs about intelligence and related achievement goals in four different samples. The intervention conformed to characteristics of ‘wise interventions’. Participants’ incremental beliefs about intelligence and achievement goals were measured prior to the intervention and at several subsequent points in time following the intervention. Our results provide modest evidence that the one-shot intervention can promote incremental views of intelligence and reduce the prevalence of performance goals when used at scale.     

Variations on an Expectancy-Value Model of Motivation in Science

Relationships among motivational variables from goal theory and expectancy-value theory were investigated in this correlational study of high school students. Self-report surveys of motivation in science were collected during biology classes from 69 males and 80 females. Outcome measures were effort, persistence, and achievement. Gender differences were noted in the pattern of zero-order correlations. Internal motivation variables were related to achievement in males but not females. Regression analyses indicated that the motivation variables explained large proportions of variance in the outcomes. However, the contribution of individual variables differed by gender. Most notable was perceived ability, which contributed significantly to predicting outcome measures for females but not males. Findings suggest that interventions may need to focus on different motivational aspects depending on gender. Copyright 1999 Academic Press.