How Does Cognitive Load Interact with Self-Regulated Learning? A Dynamic and Integrative Model

Autor/inn/en	Wang, Tingting; Lajoie, Susanne P.
Titel	How Does Cognitive Load Interact with Self-Regulated Learning? A Dynamic and Integrative Model
Quelle	In: Educational Psychology Review, 35 (2023) 3, Artikel 69Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Tingting)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09794-6
Schlagwörter	Cognitive Ability; Metacognition; Cognitive Processes; Correlation; Decision Making; Task Analysis; Models; Intelligent Tutoring Systems; Scaffolding (Teaching Technique); Teaching Methods + Suchen Sie Ihr Suchwort? Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Korrelation; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Analogiemodell; Intelligentes Tutorsystem; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Although cognitive load (CL) and self-regulated learning (SRL) have been widely recognized as two determinant factors of students' performance, the integration of these two factors is still in its infancy. To further specify why and how CL links with SRL, we first conducted an overview to describe the multiple dimensions of cognitive load (i.e., intrinsic, extraneous, germane load, mental load, and mental effort). Subsequently, information processing theory (i.e., the generative mechanism of cognitive load) was used to interpret three core aspects of the SRL framework: dynamic SRL, monitoring-control cycles, and conscious vs. unconscious SRL. Based on the above overview and existing perspectives on the associations between CL and SRL, five propositions are discussed: (1) conscious SRL induces additional metacognitive load; (2) invested mental effort is monitored and regulated during SRL processes; (3) mental load affects SRL processes; (4) mental effort influences metacognitive judgments and further task selections; and (5) learners should optimize cognitive load during SRL. Finally, this paper proposes a dynamic and integrative model to exhibit that different dimensions of cognitive load play varying roles in the dynamic SRL process. This proposed model is the first to clarify how SRL subprocesses relate to multiple cognitive load dimensions. In addition, this model also informs the design of intelligent tutoring systems and adaptive scaffolding. Several future research directions are recommended to validate the proposed model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01