Undergraduate Students' Level of Need for Cognition and its Relation to their Meaningful Cognitive Engagement: A Framework to Understanding Students' Motivation.

This study aimed at identifying the level of need for cognition (NFC), and explored the differences between students with high need forcognition and students with low need for cognition in meaningful cognitive engagement. Additionality, it examined the relationship between need for cognition and meaningful cognitive engagement among unergraduate students. University students (N= 361) completed the Need for Cognition and Meaningful Cognitive Engagement Scales in the academic year 2012/2013. Results showed that the level of need for cognition was high. Also, results showed that students with high need for cognition more meaningful cognitive engagement than students with low need for cognition. NFC was found to be significantly and positively related to meaningful cognitive engagement.