Factors Influencing Cognitive Load: Exploring Affective Elements, Motivational Constructs, and Regulatory Strategies in Learning

• In Event: Unpacking Self-Regulated Learning: Cognitive, Motivational, and Methodological Insights Across Developmental and Disciplinary Contexts

Abstract

Cognitive load theory has become a powerful framework for conceptualizing learning from instruction. Despite a growing body of literature surrounding the existing relationship between cognition and affective elements, there remains a dearth of literature within CLT examining the relationship between cognitive load and affective states. This gap exists despite discussion and evidence of the ways in which affect may influence cognitive load and cognitive load may influence affect, including motivational constructs. To expand the scope of the theory and its implications for practice, this study examines multi-directional relationships between cognitive load, affective states, self-regulatory strategies, and related motivational constructs in an exploratory manner. This study represents the first of its kind integrating longitudinal measures of cognition, motivation, and emotion regulation.

Authors

• Rebecca B. Brockbank, Utah State University

• David F. Feldon, Utah State University

• Kaylee Litson, University of Houston