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ERIC Number: EJ864966
Record Type: Journal
Publication Date: 2009-May
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0144-3410
Typical Intellectual Engagement as a Byproduct of Openness, Learning Approaches, and Self-Assessed Intelligence
Arteche, Adriane; Chamorro-Premuzic, Tomas; Ackerman, Phillip; Furnham, Adrian
Educational Psychology, v29 n3 p357-367 May 2009
Students (n = 328) from US and UK universities completed four self-report measures related to intellectual competence: typical intellectual engagement (TIE), openness to experience, self-assessed intelligence (SAI), and learning approaches. Confirmatory data reduction was used to examine the structure of TIE and supported five major factors: reading and information seeking, intellectual avoidance, directed complex problem solving, abstract thinking, and intellectual pursuits as a primary focus. These factors were significantly and positively associated with deep learning, openness, and SAI, and negatively related to surface learning. Other correlates of TIE were more factor-dependent. In general, correlations suggested that TIE is related to, but different from, the other intellectual competence constructs examined. Results are discussed in relation to the typical performance approach to intelligence and the importance of TIE with regards to the intrinsic motivation to learn. (Contains 2 figures, 3 tables and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States