Document Type : Research Paper
Authors
1 department of educational psychology, faculty of psychology and educational science, university of allameh tabatabaei, tehran, iran
2 هیات علمی
3 Esfahan University,
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 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.
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