ORBIS SCHOLAE
ORBIS SCHOLAE

We inform authors and readers that, following an agreement with the Karolinum publishing house, from 2024 (Volume 18), the journal Orbis scholae will be published only in electronic form.

Orbis scholae is an academic journal published by Charles University, Prague. It features articles on school education in the wider socio-cultural context. It aims to contribute to our understanding and the development of school education, and to the reflection of teaching practice and educational policy.

ORBIS SCHOLAE, Vol 13 No 2 (2019), 49–64

Zkrácená škála kognitivního uzavření: struktura české verze u vzorku studentů učitelství a učitelů

[Short Version of Need for Closure Scale: The Structure of the Czech Version on the Student Teachers’ and Teachers’ Sample]

Kateřina Vlčková, Stanislav Ježek, Tomáš Kohoutek, Jan Mareš

DOI: https://doi.org/10.14712/23363177.2019.11
published online: 22. 08. 2019

abstract

The Need for Closure Scale – NFCS (Roets & Van Hiel, 2011) was designed to assess individuals’ motivation with respect to information processing and judgement. The need for closure is defined as a desire for an answer in order to stop further information processing and judgement, even if that answer is not the correct or best answer. The short version of NFCS consists of 15 items with 5-point Likert type ratings measuring 5 facets: desire for predictability, preference of order and structure, discomfort with ambiguity, decisiveness, and closed-mindedness. Our study presents the structure of Czech version of NFCS-15-CZ (Širůček, Ťápal, & Linhartová, 2014; Širůček & Ježek, 2015) on a professionally specific sample of teachers (N = 142) and student teachers (N = 121). The results do not substantially differ from the results of general population. We discuss the possible applications of NFCS-15-CZ in educational research and its usefulness (as the scale correlates with beliefs and attitudes as well as behaviour).

keywords: Need for Closure Scale; teachers; student teachers; lower secondary education

references (78)

1. <bez popisu>

2. <bez popisu>

3. Adamovová, L., & Sollár, T. (2009). Overovanie validity Škály na zisťovanie potreby kognitívnej uzavretosti. In L. Golecká, J. Gurňáková, & I. Ruisel (Eds.), Sociálné procesy a osobnosť (s. 223-232). Bratislava: Ústav experimentálnej psychológie SAV.

4. Adamovová, L., & Sollár, T. (2009). Overovanie validity Škály na zisťovanie potreby kognitívnej uzavretosti. In L. Golecká, J. Gurňáková, & I. Ruisel (Eds.), Sociálné procesy a osobnosť (s. 223-232). Bratislava: Ústav experimentálnej psychológie SAV.

5. Atak, H., Syed, M., & Çok, F. (2017). Examination of psychometric properties of the Need for Closure Scale - Short Form among Turkish college students. Archives of Neuropsychiatry, 54(2), 175-182. CrossRef

6. Atak, H., Syed, M., & Çok, F. (2017). Examination of psychometric properties of the Need for Closure Scale - Short Form among Turkish college students. Archives of Neuropsychiatry, 54(2), 175-182. CrossRef

7. Blömeke, S., Gustafsson, J. E., & Shavelson, R. J. (2015). Beyond dichotomies. Zeitschrift für Psychologie, 223(1), 3-13. CrossRef

8. Blömeke, S., Gustafsson, J. E., & Shavelson, R. J. (2015). Beyond dichotomies. Zeitschrift für Psychologie, 223(1), 3-13. CrossRef

9. Burke, S. E., Dovidio, J. F., LaFrance, M., Przedworski, J. M., Perry, S. P., Phelan, S. M., … van Ryn, M. (2017). Beyond generalized sexual prejudice: Need for closure predicts negative attitudes toward bisexual people relative to gay/lesbian people. Journal of Experimental Social Psychology, 71, 145-150. CrossRef

10. Burke, S. E., Dovidio, J. F., LaFrance, M., Przedworski, J. M., Perry, S. P., Phelan, S. M., … van Ryn, M. (2017). Beyond generalized sexual prejudice: Need for closure predicts negative attitudes toward bisexual people relative to gay/lesbian people. Journal of Experimental Social Psychology, 71, 145-150. CrossRef

11. De keersmaecker, J., & Roets, A. (2017). Group-centrism in the absence of group norms: The role of need for closure in social projection. Motivation and Emotion, 41(5), 591-599. CrossRef

12. De keersmaecker, J., & Roets, A. (2017). Group-centrism in the absence of group norms: The role of need for closure in social projection. Motivation and Emotion, 41(5), 591-599. CrossRef

13. De keersmaecker, J., Roets, A., Dhont, K., Van Assche, J., Onraet, E., Van Hiel, A. (2017). Need for closure and perceived threat as bases of right-wing authoritarianism: A longitudinal moderation approach. Social Cognition [Special Issue: Beyond Threat and Uncertainty: The Underpinnings of Conservatism] 35(4), 433-449. CrossRef

14. De keersmaecker, J., Roets, A., Dhont, K., Van Assche, J., Onraet, E., Van Hiel, A. (2017). Need for closure and perceived threat as bases of right-wing authoritarianism: A longitudinal moderation approach. Social Cognition [Special Issue: Beyond Threat and Uncertainty: The Underpinnings of Conservatism] 35(4), 433-449. CrossRef

15. De keersmaecker, J., Van Assche, J., & Roets, A. (2016). Need for closure effects on affective and cognitive responses to culture fusion. Journal of Cross-Cultural Psychology, 47(10), 1294-1306. CrossRef

16. De keersmaecker, J., Van Assche, J., & Roets, A. (2016). Need for closure effects on affective and cognitive responses to culture fusion. Journal of Cross-Cultural Psychology, 47(10), 1294-1306. CrossRef

17. DeBacker, T. K., & Crowson, H. M. (2006). Influences on cognitive engagement and achievement: Personal epistemology and achievement motives. British Journal of Educational Psychology, 76(3), 535-551. CrossRef

18. DeBacker, T. K., & Crowson, H. M. (2006). Influences on cognitive engagement and achievement: Personal epistemology and achievement motives. British Journal of Educational Psychology, 76(3), 535-551. CrossRef

19. DeBacker, T. K., & Crowson, H. M. (2008). Measuring need for closure in classroom learners. Contemporary Educational Psychology, 33(4), 711-732. CrossRef

20. DeBacker, T. K., & Crowson, H. M. (2008). Measuring need for closure in classroom learners. Contemporary Educational Psychology, 33(4), 711-732. CrossRef

21. Evans, N. J., Rae, B., Bushmakin, M., Rubin, M., & Brown, S. (2017). Need for closure is associated with urgency in perceptual decision-making. Memory & Cognition, 45(7), 1193-1205. CrossRef

22. Evans, N. J., Rae, B., Bushmakin, M., Rubin, M., & Brown, S. (2017). Need for closure is associated with urgency in perceptual decision-making. Memory & Cognition, 45(7), 1193-1205. CrossRef

23. Federico, Ch. M., Ekstrom, P., Reifen Tagar, M., & Williams, A. L. (2016). Epistemic motivation and the structure of moral intuition: Dispositional need for closure as a predictor of individualizing and binding morality. European Journal of Personality, 30(3), 227-239. CrossRef

24. Federico, Ch. M., Ekstrom, P., Reifen Tagar, M., & Williams, A. L. (2016). Epistemic motivation and the structure of moral intuition: Dispositional need for closure as a predictor of individualizing and binding morality. European Journal of Personality, 30(3), 227-239. CrossRef

25. Frenkel-Brunswik, E. (1949). Intolerance of ambiguity as an educational and perceptual personality variable. Journal of Personality, 18, 108-143. CrossRef

26. Frenkel-Brunswik, E. (1949). Intolerance of ambiguity as an educational and perceptual personality variable. Journal of Personality, 18, 108-143. CrossRef

27. Horcajo, J., Díaz, D., Gandarillas, B., & Briñol, P. (2011). Adaptación al castellano del test de necesidad de cierre cognitivo. Psicothema, 23(4), 864-870.

28. Horcajo, J., Díaz, D., Gandarillas, B., & Briñol, P. (2011). Adaptación al castellano del test de necesidad de cierre cognitivo. Psicothema, 23(4), 864-870.

29. Chernikova, M., Kruglanski, A., & Giovannini, D., et al. (2017). Need for closure and reactions to innovation. Journal of Applied Social Psychology, 47(9), 473-481. CrossRef

30. Chernikova, M., Kruglanski, A., & Giovannini, D., et al. (2017). Need for closure and reactions to innovation. Journal of Applied Social Psychology, 47(9), 473-481. CrossRef

31. Koeppen, K., Hartig, J., Klieme, E., & Leutner, D. (2008). Current issues in competence modeling and assessment. Zeitschrift für Psychologie / Journal of Psychology, 216(2), 61-73. CrossRef

32. Koeppen, K., Hartig, J., Klieme, E., & Leutner, D. (2008). Current issues in competence modeling and assessment. Zeitschrift für Psychologie / Journal of Psychology, 216(2), 61-73. CrossRef

33. Kossowska, M., Szumowska, M., Dragon, P., Jaśko, K., & Kruglanski, A. W. (2018). Disparate roads to certainty processing strategy choices under need for closure. European Review of Social Psychology, 29(1), 161-211. CrossRef

34. Kossowska, M., Szumowska, M., Dragon, P., Jaśko, K., & Kruglanski, A. W. (2018). Disparate roads to certainty processing strategy choices under need for closure. European Review of Social Psychology, 29(1), 161-211. CrossRef

35. Kruglanski, A. W. (1989). Lay epistemics and human knowledge, cognitive and motivational bases. New York: Plenum. CrossRef

36. Kruglanski, A. W. (1989). Lay epistemics and human knowledge, cognitive and motivational bases. New York: Plenum. CrossRef

37. Kruglanski, A. W. (1990). Lay epistemic theory in social-cognitive psychology. Psychological Inquiry, 1(3), 181-197. CrossRef

38. Kruglanski, A. W. (1990). Lay epistemic theory in social-cognitive psychology. Psychological Inquiry, 1(3), 181-197. CrossRef

39. Kruglanski, A. W. (2004). The psychology of closed mindedness. New York: Psychology Press.

40. Kruglanski, A. W. (2004). The psychology of closed mindedness. New York: Psychology Press.

41. Kruglanski, A. W., Dechesne, M., Orehek, E., & Pierro, A. (2009). Three decades of lay epistemics: The why, how, and who of knowledge formation. European Review of Social Psychology, 20(1), 146-191. CrossRef

42. Kruglanski, A. W., Dechesne, M., Orehek, E., & Pierro, A. (2009). Three decades of lay epistemics: The why, how, and who of knowledge formation. European Review of Social Psychology, 20(1), 146-191. CrossRef

43. Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: Seizing and freezing. Psychological Review, 103(2), 263-283. CrossRef

44. Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: Seizing and freezing. Psychological Review, 103(2), 263-283. CrossRef

45. Neuberg, S. L., Judice, T. N., & West, S. G. (1997). What the Need for Closure Scale measures and what it does not: Toward differentiating among related epistemic motives. Journal of Personality and Social Psychology, 72(6), 1396-1412. CrossRef

46. Neuberg, S. L., Judice, T. N., & West, S. G. (1997). What the Need for Closure Scale measures and what it does not: Toward differentiating among related epistemic motives. Journal of Personality and Social Psychology, 72(6), 1396-1412. CrossRef

47. R Core Team (2018). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. Dostupné z https://www.R-project.org/

48. R Core Team (2018). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. Dostupné z https://www.R-project.org/

49. Richter, L., & Kruglanski, A. W. (1998). Seizing on the latest: Motivationally driven recency effects in impression formation. Journal of Experimental Social Psychology, 34(4), 313-329. CrossRef

50. Richter, L., & Kruglanski, A. W. (1998). Seizing on the latest: Motivationally driven recency effects in impression formation. Journal of Experimental Social Psychology, 34(4), 313-329. CrossRef

51. Roets, A. (2018). Three decades of need for closure research: About epistemic goals and (not) means. In C. Kopetz & A. Fishbach (Eds.), The motivation-cognition interface: From the lab to the real world: A festschrift in Honor of Arie W. Kruglanski (s. 39-55). Abingdon: Routledge. CrossRef

52. Roets, A. (2018). Three decades of need for closure research: About epistemic goals and (not) means. In C. Kopetz & A. Fishbach (Eds.), The motivation-cognition interface: From the lab to the real world: A festschrift in Honor of Arie W. Kruglanski (s. 39-55). Abingdon: Routledge. CrossRef

53. Roets, A., Kruglanski, A. W., Kossowska, M., Pierro, A., & Hong, Y. (2015). The motivated gatekeeper of our minds: New directions in need for closure theory and research. In J. Olson & M. Zanna (Eds.), Advances in Experimental Social Psychology (sv. 52, s. 221-283). London: Academic Press. CrossRef

54. Roets, A., Kruglanski, A. W., Kossowska, M., Pierro, A., & Hong, Y. (2015). The motivated gatekeeper of our minds: New directions in need for closure theory and research. In J. Olson & M. Zanna (Eds.), Advances in Experimental Social Psychology (sv. 52, s. 221-283). London: Academic Press. CrossRef

55. Roets, A., & Van Hiel, A (2007). Separating ability from need: Clarifying the dimensional structure of the Need for Closure Scale. Personality and Social Psychology Bulletin, 33(2), 266-280. CrossRef

56. Roets, A., & Van Hiel, A (2007). Separating ability from need: Clarifying the dimensional structure of the Need for Closure Scale. Personality and Social Psychology Bulletin, 33(2), 266-280. CrossRef

57. Roets, A., & Van Hiel, A. (2011). Item selection and validation of a brief, 15-item version of the Need for Closure Scale. Personality and Individual Differences, 50(1), 90-94. CrossRef

58. Roets, A., & Van Hiel, A. (2011). Item selection and validation of a brief, 15-item version of the Need for Closure Scale. Personality and Individual Differences, 50(1), 90-94. CrossRef

59. Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1-36. Dostupné z http://www.jstatsoft.org/v48/i02/ CrossRef

60. Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1-36. Dostupné z http://www.jstatsoft.org/v48/i02/ CrossRef

61. Satorra, A., & Bentler, P. M. (2010). Ensuring positiveness of the scaled difference chi-square test statistic. Psychometrika, 75(2), 243-248. CrossRef

62. Satorra, A., & Bentler, P. M. (2010). Ensuring positiveness of the scaled difference chi-square test statistic. Psychometrika, 75(2), 243-248. CrossRef

63. Sollár, T., & Adamovová, L. (2007). Potreba kognitívnej uzavretosti: teoretické a empirické skúsenosti v slovenských podmienkach. In P. Humpolíček, M. Svoboda, & M. Blatný (Eds.), Sociální procesy a osobnost: sborník příspěvků 10. ročníku konference (s. 392-398). Brno: MSD.

64. Sollár, T., & Adamovová, L. (2007). Potreba kognitívnej uzavretosti: teoretické a empirické skúsenosti v slovenských podmienkach. In P. Humpolíček, M. Svoboda, & M. Blatný (Eds.), Sociální procesy a osobnost: sborník příspěvků 10. ročníku konference (s. 392-398). Brno: MSD.

65. Sternberg, R. J., & Grigorenko, E. L. (2003). Teaching for successful intelligence: Principles, procedures, and practices. Journal for the Education of the Gifted, 27(2-3), 207-228. CrossRef

66. Sternberg, R. J., & Grigorenko, E. L. (2003). Teaching for successful intelligence: Principles, procedures, and practices. Journal for the Education of the Gifted, 27(2-3), 207-228. CrossRef

67. Szumowska, E., Poplawska-Boruc, A., & Kossowska, M. (2018). How many things do you (like to) do at once? The relationship between need for closure and multitasking preference and behavior. Personality and Individual Differences, 134, 222-231. CrossRef

68. Szumowska, E., Poplawska-Boruc, A., & Kossowska, M. (2018). How many things do you (like to) do at once? The relationship between need for closure and multitasking preference and behavior. Personality and Individual Differences, 134, 222-231. CrossRef

69. Širůček, J., & Ježek, S. (2015). Česká verze škály potřeby kognitivního uzavření (NFCS-15-CZ). Projekt GA ČR Od rozhodnosti k autoritářství: Potřeba kognitivního uzavření (2015-2017). Brno: FSS MU.

70. Širůček, J., & Ježek, S. (2015). Česká verze škály potřeby kognitivního uzavření (NFCS-15-CZ). Projekt GA ČR Od rozhodnosti k autoritářství: Potřeba kognitivního uzavření (2015-2017). Brno: FSS MU.

71. Širůček, J., Ťápal, A., & Linhartová, P. (2014). Potřeba poznávání: Studie psychometrických charakteristik zkrácené české verze Škály potřeby poznávání. Československá psychologie, 58(1), 52-61.

72. Širůček, J., Ťápal, A., & Linhartová, P. (2014). Potřeba poznávání: Studie psychometrických charakteristik zkrácené české verze Škály potřeby poznávání. Československá psychologie, 58(1), 52-61.

73. Vlčková, K., & Mareš, J. (2017). Strategie řízení třídy u studentů učitelství na praxích a jejich cvičných učitelů z hlediska potřeby kognitivní uzavřenosti (prezentace, abstrakt). In S. Michek, J. Vondroušová & J. Vítová (Eds.), Vliv technologií v oblasti vzdělávání a v pedagogickém výzkumu (s. 77-78). Hradec Králové: PdF UHK.

74. Vlčková, K., & Mareš, J. (2017). Strategie řízení třídy u studentů učitelství na praxích a jejich cvičných učitelů z hlediska potřeby kognitivní uzavřenosti (prezentace, abstrakt). In S. Michek, J. Vondroušová & J. Vítová (Eds.), Vliv technologií v oblasti vzdělávání a v pedagogickém výzkumu (s. 77-78). Hradec Králové: PdF UHK.

75. Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 67(6), 1049-1062. CrossRef

76. Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 67(6), 1049-1062. CrossRef

77. Zhang, Z., Wei, X., & Chao, M. M., et al. (2017). When do conflicts feel right for prevention-focused individuals? The debiasing effect of low need for closure. Management and Organization Review, 13(2), 375-397. CrossRef

78. Zhang, Z., Wei, X., & Chao, M. M., et al. (2017). When do conflicts feel right for prevention-focused individuals? The debiasing effect of low need for closure. Management and Organization Review, 13(2), 375-397. CrossRef

Creative Commons License
Zkrácená škála kognitivního uzavření: struktura české verze u vzorku studentů učitelství a učitelů is licensed under a Creative Commons Attribution 4.0 International License.

230 x 157 mm
periodicity: 3 x per year
print price: 150 czk
ISSN: 1802-4637
E-ISSN: 2336-3177

Download