Teachers' load-reducing instructional strategies predict lower extraneous and intrinsic cognitive load and have direct positive associations with motivation and engagement¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Load reduction instruction predicted extraneous cognitive load (β = -.684) and intrinsic cognitive load (β = -.205) in a cross-sectional SEM of student survey data. → Evans 2024 q2 i? Load reduction instruction had direct effects on motivation (β = .428), engagement (β = .608), and disengagement (β = -.122). → 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 · r3

Cross-sectional SEM of survey data from N = 1287 students in years 7-10 across four Australian high schools, with age, gender, and SES as covariates. The structural model fit well (CFI = .952, RMSEA = .051), and "Load reduction instruction predicted extraneous cognitive load (β = −.684)" alongside direct effects on motivation, engagement, and disengagement.

"Load reduction instruction predicted extraneous cognitive load (β = −.684) and intrinsic cognitive load (β = −.205) and had direct effects on motivation (β = .428), engagement (β = .608), and disengagement (β = −.122)."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Extraneous cognitive load is negatively associated with autonomous motivation and positively with disengagement, while intrinsic load is negatively associated with motivation, engagement, and achievement — 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
• 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) — possibly the same claim (merge candidate)