Acceso usuarios
David E. Feldon, Rebecca Brockbank, Kaylee Litson
Research on cognitive load theory has historically focused on identifying the processes and strategies that enhance learning outcomes. Less attention has been given to the ways in which cognitive load may interact with the motivational and emotional aspects of learning. The aim of the present study is to examine the extent to which experienced cognitive load directly impacts self-efficacy during course-based instruction, after controlling for learning. In Study 1, results showed that within-time measurements of undergraduate students (n = 390) revealed a strong negative association between reported cognitive load and self-efficacy. However, across-time measurements revealed a positive relationship in which higher load predicted increased self-efficacy at later time points. Study 2 (n = 281) showed similar results using a different measure of cognitive load. Findings point to increases in self-efficacy being a consequence of the cognitive load imposed by instruction, rather than a precursor of the decision to invest mental effort. Furthermore, the differential relationships between cognitive load and self-efficacy within and across time highlight different types of motivational costs associated with invested mental effort as perceived by students. As a result, within and across time impacts of cognitive load offer both an enhanced understanding of cognition–motivation interactions and a potentially new approach to empirically differentiating between and quantifying intrinsic and extraneous load types. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
