Most research on cognitive load has focused on how it affects what students learn. However, much less attention has been paid to how it influences students’ feelings—particularly their confidence in their own abilities. Feldon and colleagues (2024) set out to explore this overlooked area by examining how cognitive load impacts students’ self-efficacy, or their belief in their ability to complete a task. To do this, they conducted two studies designed to answer the following questions: (1) Does cognitive load influence self-efficacy, even when learning outcomes remain the same? and (2) Does this relationship change over time?

Across two studies, Feldon and colleagues examined how cognitive load affects students’ self-efficacy in an online physics course. In Study 1, 390 undergraduates completed three weekly instructional units and reported their perceived cognitive load and self-efficacy after each lesson. Cognitive load was measured using a general scale of mental effort, while self-efficacy was assessed through items evaluating students’ confidence in their understanding and performance. Study 2 involved 281 students across five lessons and refined the measurement by distinguishing between intrinsic load (i.e., the mental effort required to understand complex content) and extraneous load (i.e., the effort caused by poorly designed instructional materials). For example, intrinsic load might involve struggling to grasp a difficult physics concept, while extraneous load might come from a confusing PowerPoint layout that makes the content harder to follow. In both studies, higher cognitive load within a lesson predicted lower self-efficacy, especially when the load was extraneous. However, over time, higher intrinsic load predicted increased self-efficacy, suggesting that while dealing with challenging material may feel discouraging in the moment, it can ultimately strengthen students’ confidence in their learning abilities.

For educators, particularly with instructional design, these results indicate that students exerting mental effort isn’t always a sign that the content is too difficult. If students are facing challenges with content then this can enhance their confidence and motivation over time. However, if they are feeling challenged because the lesson itself was not well designed, then educators can consider alternative ways of designing the lesson. Educators can consider aiming to design lessons that are intellectually stimulating but well-designed in order to maximize benefits to their students.

For EPIC, this research reinforces the importance of understanding how students’ beliefs about their own abilities evolve over time in response to instructional design and task difficulty. It provides a theoretical framework for potential behavioral exploration related to investigating students’ persistence when faced with cognitive load and responses if they fail to grasp the material. These insights can help guide future EPIC studies aimed at identifying which types of instructional challenges promote resilience and long-term motivation in learners.

If you are interested in learning more about Feldon and colleagues’ study, check it out here: 

https://psycnet.apa.org/record/2024-28466-001

This post is written by Amel Alrifai.

Reference:

Feldon, D. F., Brockbank, R., & Litson, K. (2024). Direct effects of cognitive load on self-efficacy during instruction. Journal of Educational Psychology, 116(7), 1153–1171. https://doi.org/10.1037/edu0000826