Moderating Effects of Cognitive Load and Learning Engagement on Self-Regulated Learning Motivation and Academic Achievement

Abstract

This study aims to explore the moderating effects of increased cognitive load and learning participation on the relationship between autonomous learning motivation and academic achievement. The research subjects were seventh-grade students from a junior high school in New Taipei City, undergoing a six-week teaching intervention. The participants received a teaching intervention that incorporated increased cognitive load before and during classes. Data were collected using the Autonomous Learning Motivation Scale, Cognitive Load Scale, Learning Participation Scale, and Academic Achievement Test, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that: (1) autonomous learning motivation significantly positively predicted academic achievement; (2) increased cognitive load had a significant positive moderating effect on the relationship between autonomous learning motivation and academic achievement; (3) learning participation had a significant positive moderating effect on the relationship between autonomous learning motivation and academic achievement. These findings highlight the importance of increased cognitive load and learning participation. It is suggested that teachers should focus on providing learning scaffolds, guiding students to engage in higher-level cognitive processing, and creating an interactive and engaging learning environment to enhance students' autonomous learning motivation and academic achievement.

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Author Information
Wen-Liang Chang, National Taipei University of Technology, Taiwan
Ming-Hsiu Tsai, National Taipei University of Technology, Taiwan
Cheng-Hung Weng, National Taipei University of Technology, Taiwan
Hung-Che Cheng, New Taipei Municipal Tur Ya Kar Elementary & Junior High School, Taiwan