روانشناسی یادگیری
Saeideh Zahed; Hossein Kareshki; Parvin Roshanghias
Abstract
The aim of this study was to investigate the effect of extraneous cognitive load on internal task cost and self-efficacy in students. The research design was semi-experimental with pre-test-post-test with an unequal control group and the statistical population consisted of undergraduate female students ...
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The aim of this study was to investigate the effect of extraneous cognitive load on internal task cost and self-efficacy in students. The research design was semi-experimental with pre-test-post-test with an unequal control group and the statistical population consisted of undergraduate female students of Farhangian University of Isfahan in the academic year of 2021-2022. From this population, 30 students were selected by convenience sampling method and assigned to experimental and control groups randomly. The research instruments included the cognitive load questionnaire (Klepsch et al, 2017), the task cost questionnaire (Flak et al., 2015) and the self-efficacy subscale of the MSLQ questionnaire (Pentrich et al., 1991) and the text's influency effect was used to induce extraneous cognitive load. In the pre-test stage, the same text was given to the control and experimental groups to study it, which were similar in terms of fluency. Then both groups answered the task cost scale and self-efficacy scale. In the post-test, the method was the same, with the difference that the text font of the experimental group was manipulated in terms of fluency to make it less readable. The research data was analyzed using MANCOVA. The results showed that the induction of extraneous cognitive load in the form of influency effect has a significant effect on the internal cost of the task and self-efficacy (P<0.01). Therefore, it seems that extraneous cognitive load affects students' self-efficacy by inducing more costs.
روانشناسی یادگیری
Saeideh Zahed; Hossein Kareshki; Parvin Roshanghias
Abstract
The purpose of this study was to investigate the effect of extraneous cognitive load on cognitive engagement and germane cognitive load of students: the effect of desirable difficulty. The design of this study was quasi-experimental with pre-test-post-test and control group, and the statistical population ...
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The purpose of this study was to investigate the effect of extraneous cognitive load on cognitive engagement and germane cognitive load of students: the effect of desirable difficulty. The design of this study was quasi-experimental with pre-test-post-test and control group, and the statistical population of the research included female students of high school in Esfahan in the academic year 2021-2022. 30 participants were selected by the available sampling method and assigned randomly to control and experimental groups. To induce extrinsic load, the text's disfluency effect was used. Thus, in the pre-test stage, both groups were given a text with fluent (readable) font to read for 10 minutes. They were then asked to indicate their evaluation of the text by answering the Cognitive Load Questionnaire (Klepsch & Seufert, 2017) and the Cognitive Engagement Subscale (Reeve, 2013). In the post-test, a text parallel to the pre-test text was given to the participants, with the difference that the text font of the experimental group was manipulated to be less readable. Then both groups were asked to answer the cognitive load and cognitive engagement questionnaires. Data were analyzed using MANCOVA. The results indicated a significant difference between experimental and control groups in terms of cognitive engagement and germane load. Therefore, it seems that a certain amount of extraneous load can stimulate a germane cognitive process, by creating cognitive engagement.
