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The research objectives were to study the factors of need for cognition, to develop and to assess the self-determination learning model for enhancing need for cognition among pre-service teacher students. The samples used for confirmatory factor analysis were 749 third-year pre-service students from universities around the country. The 28 third-year pre-service teacher students from Srinakharinwirot university were randomized to the experimental group and the control group equally. The instruments were (1) need for cognition scale for pre-service teacher students (α = 0.910) and (2) self-determination learning model. The experimental group was provided the self-determination learning model, but the control group was not. The findings found that (1) need for cognition among pre-service teacher students composed of cognitive persistence, cognitive complexity, cognitive confidence, and enjoy in cognition that was fit with the empirical data. (2) students’ need for cognition after receiving the self-determination learning model and after the follow up period was significantly higher than before beginning the experiment at a level of .05 (3) students’ need for cognition after receiving the self-determination learning model and after the follow up period was significantly higher than those in the control group at a level of .05. The results indicated that the self-determination learning model could enhance need for cognition and have important implication to set a policy to promote need for cognition among pre-service teacher students by including learning model into the students’ potential plan.
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