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The interplay between self-regulation in learning and cognitive load
ARTICLE

Educational Research Review Volume 24, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd

Abstract

Research on self-regulated learning and on cognitive load has been two of the most prominent and influential research lines in educational research during the last decades. However, both lines developed quite independently from one another. This paper aims to bridge both concepts in order to better understand self-regulation as well as cognitive affordances of complex and dynamic learning processes. In fact, most learning environments require learners to self-regulate their learning process. They have to set their goals and plan, use strategies and monitor their learning progress and if necessary they have to regulate, i.e. to adapt their learning behavior. However, in all these phases of self-regulation, learners need to invest cognitive and metacognitive resources in addition to dealing with the original learning task. The affordances of self-regulation thus will cause cognitive load. This paper analyzes the affordances in the different phases of self-regulated learning in terms of intrinsic, extraneous and germane load. As a conclusion, the interplay between different affordances of self-regulation and learners’ resources and aptitudes is described in an integrated model of self-regulation and cognitive load.

Citation

Seufert, T. (2018). The interplay between self-regulation in learning and cognitive load. Educational Research Review, 24(1), 116-129. Elsevier Ltd. Retrieved July 4, 2022 from .

This record was imported from Educational Research Review on January 29, 2019. Educational Research Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.edurev.2018.03.004

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