Achievement Goals as Moderators of Perceived Cognitive Load (Poster 12)

• In Event: Thursday Poster Session 9:00 am
  In Poster Session: Motivational Beliefs, Context, and Consequences

Abstract

The relationships between cognitive load and learning outcomes have been less than clear. We thought they could become more straightforward when motivation was considered. As one of the pioneering attempts to link cognitive load and achievement goal theories, we tested achievement goals as moderators between cognitive load and diverse learning outcomes. College students participated in online surveys across two studies (NStudy1 = 250; NStudy2 = 265), and a series of hierarchical linear regression analyses was performed. We detected six significant interactions in Study 1 and five in Study 2. Although the findings were somewhat inconsistent across the studies, high ability-focused and normative performance goals generally mitigated the positive effect of germane load and exacerbated the detrimental effect of extraneous load.

Authors

• Dayeon Jeong, Korea University - Brain and Motivation Research Institute

• Mimi Bong, Korea University

• Sung-il Kim, Korea University