The Role of Need for Closure and Need for Cognition in Writing-Specific Psychological Factors

ABSTRACT

This study examined the role of need for closure and need for cognition in predicting second language (L2) writing-specific psychological factors, namely, self-efficacy, anxiety, motivation, and self-regulation. To do this, we collected self-report data from 186 undergraduate learners of English. Results of path analyses revealed that both need for closure and need for cognition predicted writing self-efficacy, anxiety, motivation, and self-regulation. In addition, mediation analyses showed that different aspects of need for closure predicted the psychological aspects of L2 writing indirectly through need for cognition. The findings highlight that learners’ cognition and their tendency toward information processing and willingness to engage in effortful thinking play an essential role in their perception and emotions toward L2 writing. It is recommended that teachers pay particular attention to learners’ need for cognition, need for closure, and the aforementioned writing-specific psychological factors in L2 writing classrooms.

Availability of data

The data that support the findings of this study are available from the corresponding author on reasonable request.

Consent to participate

Informed consent was obtained from all individual participants included in the study.

Disclosure statement

The authors declare they have no competing interests.

Ethics approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.

Notes

1. In June each year, high school graduates in Iran take a rigorous, nationwide university entrance exam seeking a place in one of the public universities. To be accepted as English majors, there is a specific English Proficiency Entrance Exam. The participants of this study were all English major students who passed this exam and were admitted to the University of Isfahan based on ranked scores.

Additional information

Funding

The authors received no fund for doing the study.