Self-regulated learning moderates the cognitive load–critical thinking relationship, buffering the negative effect of load¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Self-regulated learning significantly moderates the cognitive load–critical thinking path (B = 0.003, 95% CI 0.000–0.007); the negative effect of load weakens and becomes non-significant at high SRL. → Arshad A 2026
Evidence¶
Arshad A 2026¶
Arshad A, Lone A, Arickswamy L, Hassan K, Alnaim AA and AlFarhan MF (2026) From AI use to critical thinking among medical students: a moderated mediation perspective on cognitive load and self-regulated learning. Front. Psychol. 17:1883053. https://doi.org/10.3389/fpsyg.2026.1883053
q2 · i? · associational · r2
Moderated mediation analysis (PROCESS Model 14) in the 480-student survey. At low SRL, cognitive load exerted a significant negative effect on critical thinking; at high SRL the impact became minimal or statistically non-significant.
"self-regulated learning significantly moderated the relationship between cognitive load and critical thinking[B=0.003,SE =0.001,95%CI(0.000,0.007)],indicating that the negative association between cognitive load and critical thinking became weaker as self-regulated learning increased."
Discussion¶
Learner Variables¶
- Self-Regulation — moderator: an instructional effect differs with it
- Critical Thinking — outcome: instruction changes it
Related Claims¶
- Cognitive load is negatively associated with critical thinking and with self-regulated learning — related
- Cognitive load partially mediates the relationship between AI-based educational technology use and critical thinking — related
- Self-regulated learning moderates the indirect effect of AI use on critical thinking through cognitive load — a broader claim this one bears on
- Self-regulated learning ability significantly moderates Gen-AI's effect on HOT: high-SRL students show ES = 0.863 versus ES = 0.284 for low-SRL students — related
- Study resources buffer the negative impact of study demands on student psychological well-being — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srl-moderates-cognitive-load-critical-thinking |
title |
Self-regulated learning moderates the cognitive load–critical thinking relationship, buffering the negative effect of load |
description |
Self-regulated learning moderates the cognitive load–critical thinking relationship, buffering the negative effect of load |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — arshad-a-2026 |
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