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¶

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? Extraneous cognitive load showed the highest positive correlations with chaos (awaiting, abandoning) and the domineering subarea of control, and negative correlations with autonomy support (attuning, participative) and structure (clarifying, guiding). → Evans 2024 q2 i? The expected sinusoidal pattern of correlations was also observed for intrinsic cognitive load, load reduction instruction, motivation, engagement, disengagement, and school-reported grades. → 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

Correlational analysis of SIS circumplex subareas against cognitive load, motivation, engagement, and grades in the N = 1287 sample, plotted in Fig. 3 with 95% confidence intervals. "Extraneous cognitive load showed the highest positive correlations with the teaching style of chaos" and negative correlations with autonomy support and structure, as hypothesized.

"Extraneous cognitive load showed the highest positive correlations with the teaching style of chaos (awaiting, abandoning) and the domineering subarea of control, and negative correlations with the styles of autonomy support (attuning, participative) and structure (clarifying, guiding)."

Discussion¶

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
• The demanding subarea of teacher control shows near-zero or ambiguous correlations with motivation, engagement, and achievement, unlike the domineering subarea — related
• Teachers' load-reducing instructional strategies predict lower extraneous and intrinsic cognitive load and have direct positive associations with motivation and engagement — 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
• Promoting autonomous motivation was linked to higher motivation, lower experienced cognitive load, and higher achievement, but causality cannot be interpreted — related