Extraneous cognitive load is negatively associated with autonomous motivation and positively with disengagement, while intrinsic load is negatively associated with motivation, engagement, and achievement¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Extraneous cognitive load related negatively to motivation (β = −.113) and positively to disengagement (β = .383). → Evans 2024 q2 i? Intrinsic cognitive load related negatively to motivation (β = −.226), engagement (β = −.275), and achievement (−.241). → Evans 2024

Evidence¶

Evans 2024¶

Evans, P., Vansteenkiste, M., Parker, P., Kingsford-Smith, A., & Zhou, S. (2024). Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09841-2

q2 · i? · associational · r2

Structural equation model estimated on the same N = 1287 student survey sample, with significant (p < .05) standardized coefficients reported. The finding that "Extraneous cognitive load related negatively to motivation (β = −.113)" corroborates prior experimental work on the negative motivational consequences of extraneous load.

"Extraneous cognitive load related negatively to motivation (β = −.113) and related positively to disengagement (β = .383), and intrinsic cognitive load related negatively to motivation (β = −.226), engagement (β = −.275), and achievement (−.241)."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Teachers' load-reducing instructional strategies predict lower extraneous and intrinsic cognitive load and have direct positive associations with motivation and engagement — related
• Teachers' motivating styles of autonomy support and structure correlate with lower extraneous cognitive load, while chaos and domineering control correlate with higher extraneous load, in a sinusoidal circumplex pattern — related
• Autonomous regulation correlates positively with self-efficacy, learning strategies, and behavioral engagement, while controlled regulation shows no significant linear relations with these outcomes — related
• Teachers' load-reducing strategies correlate with lower cognitive load and higher motivation, engagement, and achievement, and their motivating styles with lower load and higher motivation and engagement (Evans et al., 2024) — related
• Self-reported intrinsic cognitive load correlates positively with anxiety and challenge and negatively with probability of success in an algebra task — related