THE IMPACT OF COGNITIVE COMPLEXITY AND SELF-MONITORING ON LEADERSHIP EMERGENCE
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Understanding the individual difference variables that influence why some individuals emerge over others to perform traditional leadership functions provides insight into leadership emergence. Cognitive complexity and self-monitoring are two such variables. Both deal with tailoring communication to be situation-specific. Thus, this study examined the role that cognitive complexity and self-monitoring play in leadership. Participants in student groups completed questionnaires that measured leadership perceptions, cognitive complexity, self-monitoring, and predisposition to verbal behavior. While the results did not indicate a significant relationship among the variables, the findings do lead to an increased understanding of emergent leadership.Keywords:
Cognitive complexity
Self-Monitoring
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ABSTRACT In an attempt to illuminate the interrelatedness of noncognitive and cognitive domains – or, more pointedly, of affection, conation, and cognition – emphasis was placed on variables that not only operate across these domains but are also potentially integrative. Prominent among such variables are personal styles, particularly cognitive styles. The properties and problems of cognitive styles are examined, with special emphasis on field independence versus field sensitivity and on two stylistic dimensions of attentional scanning. The role of cognitive styles as both competence variables and performance variables is addressed, along with the difficulty of disentangling style from ability because of reciprocal determinism in their development. The educational implications of cognitive styles are explored, especially as they bear on the problem of the match between student characteristics and educational experiences and on the value‐laden nature of style‐based pedagogical decisions.
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Affection
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Dispositional individual differences in cognitive effort investment: establishing the core construct
Abstract Background Individuals tend to avoid effortful tasks, regardless of whether they are physical or mental in nature. Recent experimental evidence is suggestive of individual differences in the dispositional willingness to invest cognitive effort in goal-directed behavior. The traits need for cognition (NFC) and self-control are related to behavioral measures of cognitive effort discounting and demand avoidance, respectively. Given that these traits are only moderately related, the question arises whether they reflect a common core factor underlying cognitive effort investment. If so, the common core of both traits might be related to behavioral measures of effort discounting in a more systematic fashion. To address this question, we aimed at specifying a core construct of cognitive effort investment that reflects dispositional differences in the willingness and tendency to exert effortful control. Methods We conducted two studies ( N = 613 and N = 244) with questionnaires related to cognitive motivation and effort investment including assessment of NFC, intellect, self-control and effortful control. We first calculated Pearson correlations followed by two mediation models regarding intellect and its separate aspects, seek and conquer , as mediators. Next, we performed a confirmatory factor analysis of a hierarchical model of cognitive effort investment as second-order latent variable. First-order latent variables were cognitive motivation reflecting NFC and intellect, and effortful self-control reflecting self-control and effortful control. Finally, we calculated Pearson correlations between factor scores of the latent variables and general self-efficacy as well as traits of the Five Factor Model of Personality for validation purposes. Results Our findings support the hypothesized correlations between the assessed traits, where the relationship of NFC and self-control is specifically mediated via goal-directedness. We established and replicated a hierarchical factor model of cognitive motivation and effortful self-control that explains the shared variance of the first-order factors by a second-order factor of cognitive effort investment. Conclusions Taken together, our results integrate disparate literatures on cognitive motivation and self-control and provide a basis for further experimental research on the role of dispositional individual differences in goal-directed behavior and cost–benefit-models.
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Across academic sub-fields such as labor, education, and behavioral economics, the measurement and interpretation of non-cognitive skills varies widely. As a result, it is difficult to compare results on the importance of non-cognitive skills across literatures. Drawing from these literatures, this paper systematically relates various prototypical non-cognitive measures within one data set. Specifically, we estimate and compare several different strategies for measuring non-cognitive skills.For each, we compare their relative effectiveness at predicting educational success and decompose what is being measured into underlying personality traits and economic preferences. We demonstrate that the construction of the non-cognitive factor greatly influences what is actually measured and what conclusions are reached about the role of non-cognitive skills in life outcomes such as educational attainment. Furthermore, we demonstrate that, while sometimes difficult to interpret, factors extracted from self-reported behaviors can have predictive power similar to well established taxonomies, such as the Big Five.
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Non cognitive
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This paper investigated the role of flexibility in predicting adolescent leadership activities among 186 undergraduate students. Two measures of flexibility, behavioral flexibility and cognitive flexibility, were developed and entered in a regression equation, after social skills and academic ability. The results suggest that behavioral and cognitive flexibility are distinct constructs and that both contribute uniquely to the prediction of leadership above and beyond social skills and academic ability.
Cognitive flexibility
Social Cognitive Theory
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이 연구에서는 변칙사례와 대안가설에 의해 유발된 인지갈등과 상황흥미 및 주의집중, 상태 학습 전략이 개념변화에 미치는 영향을 조사했다. 중학교 1학년 학생 486명을 대상으로 선개념 검사를 실시했다. 변 칙사례 제시 후, 대안가설을 제시하기 전과 후에 변칙사례에 대한 반응 및 상황흥미 검사를 하였다. 밀도에 대 한 개념 학습은 CAI를 통한 개별 학습으로 진행했고, 사후 검사로 주의집중 및 상태 학습전략, 개념 검사를 실 시했다. 선개념 검사에서 밀도에 대한 오개념을 가진 것으로 판별된 197명의 학생을 대상으로 분석한 결과, 변 칙사례에 대한 인지갈등 점수는 대안가설 제시 전(사전 인지갈등)보다 대안가설 제시 후(사후 인지갈등)에 유 의미하게 높았다. 그러나 변칙사례에 의해 유발된 상황흥미(사전 상황흥미) 점수는 대안가설 제시 후의 상황 흥미(사후 상황흥미) 점수와 유의미한 차이가 없었다. 사전 인지갈등은 사후 인지갈등에만 직접적인 영향을 주 었지만, 사후 인지갈등은 개념이해에 직접적인 영향 및 주의집중을 통한 간접적인 영향을 주었다. 사전·사후 상황흥미는 모두 주의집중을 매개로 개념이해에 영향을 미쳤다. 주의집중은 개념 학습 과정 중에 사용된 심층 적 학습전략에는 긍정적 영향을, 피상적 학습전략에는 부정적 영향을 주었으나 상태 학습전략이 개념이해에 미 치는 영향은 상대적으로 작은 것으로 나타났다. In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.
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Cognitive styles are dimensions integrated in the individuals’ psychological differentiation, which determine a person's response and functioning in all situations. Cognitive style is one approach to characterize individual differences; it includes stable attitudes, preferences, or habitual strategies distinguishing individual styles of perceiving, remembering, thinking and solving problems. There are several different dimensions of cognitive styles (e.g., field‐dependence‐independence, impulsiveness‐reflectiveness, breadth of categorization, leveling‐sharpening). Individuals differ in the characteristics of these dimensions. Some researchers suggest that persons acquire characteristics in cognitive style that will help them acquire “cognitive flexibility,” the ability to change information processing strategies concerning certain experiences. However, the existing theory and research on cognitive style is incomplete. More research needs to be conducted within a cohesive psychological framework.
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Cognitive flexibility
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E-learning has been a wide research discussion and the evaluation of e-learning interface design has been an imperative importance discussion among previous researchers. But none of the research reveal the influence of cognitive styles with system characteristics and information success which lead to user satisfaction. Despite considerable empirical research, results on the relationships among constructs related to information system (IS) satisfaction, as well as the determinants of IS satisfaction, are often inconsistent. A comprehensive understanding of IS satisfaction thus remains elusive. In an attempt to address this situation, we present and test a comprehensive theoretical model that explains interrelationships among different constructs representing the system context and usage which lead to satisfaction. This study will also identify the role of cognitive style as a moderator between system context and usage. The results will underline the importance of attributes from system context and cognitive theory of cognitive styles in IS satisfaction and raise questions about some commonly believed relationships.
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User Satisfaction
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In the application of information processing (IP) models in organizational settings, potential boundary or moderator variables are sometimes overlooked. We investigated whether the impact of important IP variables in the leadership perception literature was affected by a potentially important boundary variable: cognitive demands extraneous to impression formation. In contrast to past research, both quantity and quality (prototypicality) of behavior affected leadership perceptions in both low and high information load conditions. This result implies that prototype‐related processing may be automatic enough to influence perceptions of leadership in actual organizational settings where cognitive demand is often high. Further, quantity of verbal behavior had a significant impact on causal attributions for level of group task performance and on perceptions of control of the groups‘activities, suggesting that this variable may have important implications for inferences about a person's influence on work group processes and outcomes. The significance of these findings for the issues of leader influence and for the measurement of leader behavior is discussed.
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Information processing theory
Organizational Behavior
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The assumption underlying this research is that effectiveness in communication involves social perception processes. Specifically, it was predicted that effectiveness in adapting persuasive messages to recipients would be related to the complexity of the interpersonal construct system (cognitive complexity) and to the ability to represent the perspectives of others (social perspective-taking). Fifty-eight children ranging from second through ninth grade engaged in tasks yielding scores on the three variables under consideration. Both predictions were confirmed: effectiveness in adapting persuasive communications correlated .53 with cognitive complexity and .64 with social perspective-taking.
Cognitive complexity
Ninth
Social Cognitive Theory
Social Skills
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Integrative complexity is a measure of information processing that is scored either from archival documents or from written material generated for experimental purposes. Low complexity is associated with a lack of attention to diverse dimensions of, or perspectives on, a topic. Moderate complexity is characterized by the differentiation of such dimensions or perspectives. Finally, high complexity is shown by conceptual integration of the differentiated components. A large number of situational variables have been identified as affecting the level of complexity at which decision makers operate; however, emotional factors have been studied only indirectly (e.g., inferred from the individual's being in an apparently stressful situation). The current study presented university students with fictional scenarios describing interpersonal conflict that were designed to vary the psychological distance between the writer and the people involved in the problem. The complexity level of essays in which the students analyzed and described solutions for the conflict was positively related to both increasing psychological distance and to self‐rated emotional involvement, regardless of distance. The distance results may have been due to an unconsidered variable, social perspective. Complexity was significantly and positively correlated with the self‐rated effort expended in writing the essay. The findings partially confirm the cognitive manager model of complexity: The complexity of decision strategies is affected by the balance between the importance of the problem and the resources (cognitive and other) that must be invested to operate at different levels of complexity. The data have implications for understanding the impact of emotional involvement on cognitive complexity.
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Situational ethics
Social Complexity
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