The Interplay of Cognitive Load, Learners’ Resources and Self-regulation

IF 10.1 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Educational Psychology Review Pub Date : 2024-05-10 DOI:10.1007/s10648-024-09890-1
Tina Seufert, Verena Hamm, Andrea Vogt, Valentin Riemer
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Abstract

Self-regulated learning depends on task difficulty and on learners’ resources and cognitive load, as described by an inverted U-shaped relationship in Seufert’s (2018) model: for easy tasks, resources are high and load is low, so there is no need to regulate, whereas for difficult tasks, load is too high and resources are too low to regulate. Only at moderate task difficulty do learners regulate, as resources and load are in equilibrium. The purpose of this study is to validate this model, i.e., the inverted U-shaped relationship between task difficulty and self-regulatory activities, as well as learner resources and cognitive load as mediators. In the within-subject study, 67 participants reported their cognitive and metacognitive strategy use for four exams of varying difficulty. For each exam task difficulty, cognitive load, and available resources (such as prior knowledge, interest, etc.) were assessed. Multilevel analysis revealed an inverted U-shaped relationship between task difficulty and the use of cognitive strategies. For metacognitive strategies, only a linear relationship was found. Increasing cognitive load mediated these relationship patterns. For learner resources we found a competitive mediation, indicating that further mediators could be relevant. In future investigations a broader range of task difficulty should be examined.

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认知负荷、学习者资源和自我调节的相互作用
自我调节学习取决于任务难度以及学习者的资源和认知负荷,正如Seufert(2018)模型中的倒 "U "型关系所描述的那样:对于简单的任务,资源多而负荷少,因此不需要调节;而对于困难的任务,负荷太高而资源太少,无法调节。只有在中等难度的任务中,学习者才会调节,因为资源和负荷处于平衡状态。本研究的目的是验证这一模型,即任务难度与自我调节活动之间的倒 U 型关系,以及作为中介的学习者资源和认知负荷。在主体内研究中,67 名参与者报告了他们在四次不同难度的考试中使用认知和元认知策略的情况。对每次考试的任务难度、认知负荷和可用资源(如已有知识、兴趣等)进行了评估。多层次分析表明,任务难度与认知策略的使用之间存在倒 U 型关系。在元认知策略方面,只发现了线性关系。认知负荷的增加对这些关系模式起到了中介作用。在学习者资源方面,我们发现了一种竞争性的中介关系,这表明其他中介因素也可能与之相关。在未来的调查中,我们应该对更广泛的任务难度进行研究。
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来源期刊
Educational Psychology Review
Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-
CiteScore
15.70
自引率
3.00%
发文量
62
期刊介绍: Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.
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