메뉴 건너뛰기




Volumn 51, Issue , 2017, Pages 90-97

Cognitive load and self-regulation: Attempts to build a bridge

Author keywords

Cognitive load; Multiple measurement points; New methodologies to capture cognitive load; Self regulation

Indexed keywords


EID: 85023639807     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2017.07.001     Document Type: Article
Times cited : (44)

References (37)
  • 1
    • 84924207779 scopus 로고    scopus 로고
    • Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues
    • Azevedo, R., Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 2015, 84.
    • (2015) Educational Psychologist , vol.50 , Issue.1 , pp. 84
    • Azevedo, R.1
  • 2
    • 0031161593 scopus 로고    scopus 로고
    • Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students
    • Boekaerts, M., Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction 7:2 (1997), 161–186.
    • (1997) Learning and Instruction , vol.7 , Issue.2 , pp. 161-186
    • Boekaerts, M.1
  • 4
    • 0038253595 scopus 로고    scopus 로고
    • The on-line motivation questionnaire: A self-report instrument to assess students' context sensitivity
    • Elsevier New York
    • Boekaerts, M., The on-line motivation questionnaire: A self-report instrument to assess students' context sensitivity. Advances in Motivation and Achievement, Vol. 12, 2002, Elsevier, New York, 77–120.
    • (2002) Advances in Motivation and Achievement , vol.12 , pp. 77-120
    • Boekaerts, M.1
  • 5
    • 17044381794 scopus 로고    scopus 로고
    • Self-regulation in the classroom: A perspective on assessment and intervention
    • Boekaerts, M., Corno, L., Self-regulation in the classroom: A perspective on assessment and intervention. Applied psychology: An International Review 54:2 (2005), 199–231.
    • (2005) Applied psychology: An International Review , vol.54 , Issue.2 , pp. 199-231
    • Boekaerts, M.1    Corno, L.2
  • 6
    • 84941620021 scopus 로고    scopus 로고
    • Emotions and emotion regulation in academic settings
    • L. Corno E.M. Anderman Routledge New York
    • Boekaerts, M., Pekrun, R., Emotions and emotion regulation in academic settings. Corno, L., Anderman, E.M., (eds.) Handbook of educational psychology, 2016, Routledge, New York, 76–90.
    • (2016) Handbook of educational psychology , pp. 76-90
    • Boekaerts, M.1    Pekrun, R.2
  • 8
    • 77954319558 scopus 로고    scopus 로고
    • The unconscious will: How the pursuit of goals operate outside of conscious awareness
    • Custers, R., Aarts, H., The unconscious will: How the pursuit of goals operate outside of conscious awareness. Science 329:5987 (2010), 47–50.
    • (2010) Science , vol.329 , Issue.5987 , pp. 47-50
    • Custers, R.1    Aarts, H.2
  • 9
    • 85027984498 scopus 로고    scopus 로고
    • van Merriënboer, J.J. Bridging Cognitive Load and Self-regulated Learning Research: A complementary approach to contemporary issues in educational research. Learning and Instruction (in this issue).
    • De Bruin, A.B., and van Merriënboer, J.J. Bridging Cognitive Load and Self-regulated Learning Research: A complementary approach to contemporary issues in educational research. Learning and Instruction (in this issue).
    • De Bruin, A.B.1
  • 10
    • 78951472735 scopus 로고    scopus 로고
    • Interactions of metacognition with motivation and affect in self-regulated learning: MASRL model
    • Efklides, A., Interactions of metacognition with motivation and affect in self-regulated learning: MASRL model. Educational Psychologist 46:1 (2011), 6–25.
    • (2011) Educational Psychologist , vol.46 , Issue.1 , pp. 6-25
    • Efklides, A.1
  • 11
    • 0001851893 scopus 로고    scopus 로고
    • Approaches to learning and forms of understanding
    • B. Dart G. Boulton-Lewis Australian Council for Educational Research Melbourne
    • Entwistle, N., Approaches to learning and forms of understanding. Dart, B., Boulton-Lewis, G., (eds.) Teaching and learning in higher education, 1998, Australian Council for Educational Research, Melbourne, 72–101.
    • (1998) Teaching and learning in higher education , pp. 72-101
    • Entwistle, N.1
  • 13
    • 70349103576 scopus 로고    scopus 로고
    • TIMMS advanced 2008 assessment framework. International association for the evaluation of educational achievement
    • Boston USA: TIMMS & PIRLS International Study Center
    • Garden, R.A., Lie, S., Robitaille, D.F., Angell, C., Martin, M.D., Mullis, I.V., et al. TIMMS advanced 2008 assessment framework. International association for the evaluation of educational achievement. 2006, Boston USA: TIMMS & PIRLS International Study Center.
    • (2006)
    • Garden, R.A.1    Lie, S.2    Robitaille, D.F.3    Angell, C.4    Martin, M.D.5    Mullis, I.V.6
  • 14
    • 85027974165 scopus 로고    scopus 로고
    • Learning and problem solving with hypermedia in the twenty-first Century: From hypertext to multiple web sources and multimodal adaptivity
    • S. Schwan U. Cress
    • Gerjets, P., Learning and problem solving with hypermedia in the twenty-first Century: From hypertext to multiple web sources and multimodal adaptivity. Schwan, S., Cress, U., (eds.) The psychology of digital learning, 2017, 61–88.
    • (2017) The psychology of digital learning , pp. 61-88
    • Gerjets, P.1
  • 15
    • 85027974949 scopus 로고    scopus 로고
    • Learning from Direct Instruction: Best prepared by several self-regulated or guided invention activities? Learning and Instruction (in this issue).
    • Glogger-Frey, I., Gaus, K., & Renkl, A. Learning from Direct Instruction: Best prepared by several self-regulated or guided invention activities? Learning and Instruction (in this issue).
    • Glogger-Frey, I.1    Gaus, K.2    Renkl, A.3
  • 16
    • 77958136656 scopus 로고    scopus 로고
    • The measurement of learners' self-regulatory cognitive and metacognitive processes while using computer-based learning environments
    • Greene, J.A., Azevedo, R., The measurement of learners' self-regulatory cognitive and metacognitive processes while using computer-based learning environments. Educational Psychologist 45 (2010), 203–209.
    • (2010) Educational Psychologist , vol.45 , pp. 203-209
    • Greene, J.A.1    Azevedo, R.2
  • 17
    • 36749085782 scopus 로고    scopus 로고
    • The self
    • W. Damen R.M. Lerner Wiley Hoboken NJ
    • Harter, S., The self. Damen, W., Lerner, R.M., (eds.) Handbook of child psychology, Vol. 3, 2006, Wiley, Hoboken NJ, 505–570.
    • (2006) Handbook of child psychology , vol.3 , pp. 505-570
    • Harter, S.1
  • 18
    • 0002882315 scopus 로고    scopus 로고
    • A functional-design approach to motivation and self-regulation: The dynamics of personality systems and interactions
    • M. Boekaerts P.R. Pintrich M. Zeidner Academic Press San Diego
    • Kuhl, J., A functional-design approach to motivation and self-regulation: The dynamics of personality systems and interactions. Boekaerts, M., Pintrich, P.R., Zeidner, M., (eds.) Handbook of self-regulation, 2000, Academic Press, San Diego, 111–169.
    • (2000) Handbook of self-regulation , pp. 111-169
    • Kuhl, J.1
  • 20
    • 85027991957 scopus 로고    scopus 로고
    • Comparing Cognitive Load and Self-regulatory Depletion: Effects on Emotion and Cognition. Learning and Instruction (in this issue).
    • Maranges, H., Schmeichel, B., & Baumeister, R. Comparing Cognitive Load and Self-regulatory Depletion: Effects on Emotion and Cognition. Learning and Instruction (in this issue).
    • Maranges, H.1    Schmeichel, B.2    Baumeister, R.3
  • 22
    • 84979014033 scopus 로고    scopus 로고
    • Advances in temporal analysis in learning and instruction
    • Molenaar, I., Advances in temporal analysis in learning and instruction. Frontline Learning Research, 2(4), 2014.
    • (2014) Frontline Learning Research , vol.2 , Issue.4
    • Molenaar, I.1
  • 23
    • 84906094843 scopus 로고    scopus 로고
    • Dissecting sequences of regulation and cognition: Statistical discourse analysis of primary school children's collaborative learning
    • Molenaar, I., Chiu, M.M., Dissecting sequences of regulation and cognition: Statistical discourse analysis of primary school children's collaborative learning. Metacognition and Learning 9:2 (2014), 137–160.
    • (2014) Metacognition and Learning , vol.9 , Issue.2 , pp. 137-160
    • Molenaar, I.1    Chiu, M.M.2
  • 24
    • 84906100498 scopus 로고    scopus 로고
    • Sequential and temporal characteristics of Self and Social regulated learning
    • Molenaar, I., Järvelä, S., Sequential and temporal characteristics of Self and Social regulated learning. Metacognition and Learning 9 (2014), 75–85.
    • (2014) Metacognition and Learning , vol.9 , pp. 75-85
    • Molenaar, I.1    Järvelä, S.2
  • 25
    • 84855556556 scopus 로고    scopus 로고
    • Cognitive load theory: More food for thought
    • Moreno, R., Cognitive load theory: More food for thought. Instruction Science 38 (2010), 135–141.
    • (2010) Instruction Science , vol.38 , pp. 135-141
    • Moreno, R.1
  • 26
    • 85027996333 scopus 로고    scopus 로고
    • Understanding the underpinnings of academic performance
    • Doctoral Disseration defended at the Katholieke Universiteit Leuven Belgium
    • Musso, M.F., Understanding the underpinnings of academic performance. 2016, Doctoral Disseration defended at the Katholieke Universiteit Leuven, Belgium.
    • (2016)
    • Musso, M.F.1
  • 27
    • 0037412693 scopus 로고    scopus 로고
    • Cognitive load measurement as a means to advance cognitive load theory
    • Paas, F., Tuovinen, J., Tabbers, H., van Gerven, P., Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist 38:1 (2003), 63–71.
    • (2003) Educational Psychologist , vol.38 , Issue.1 , pp. 63-71
    • Paas, F.1    Tuovinen, J.2    Tabbers, H.3    van Gerven, P.4
  • 29
    • 85027974462 scopus 로고    scopus 로고
    • Van Gog, T. Effects of Performance Feedback Valence on Perceptions of Invested Mental Effort. Learning and Instruction (in this issue).
    • Raaymakers, S.F., Baars, M., Schaap, L., Paas, F., &Van Gog, T. Effects of Performance Feedback Valence on Perceptions of Invested Mental Effort. Learning and Instruction (in this issue).
    • Raaymakers, S.F.1    Baars, M.2    Schaap, L.3    Paas, F.4
  • 30
    • 77649187543 scopus 로고    scopus 로고
    • Promoting self-determined school Engagement: Motivation, learning, and well-being
    • K.R. Wentzel A. Wigfield Routledge New York
    • Ryan, R.M., Deci, E.L., Promoting self-determined school Engagement: Motivation, learning, and well-being. Wentzel, K.R., Wigfield, A., (eds.) Handbook on motivation at school, 2009, Routledge, New York, 171–198.
    • (2009) Handbook on motivation at school , pp. 171-198
    • Ryan, R.M.1    Deci, E.L.2
  • 31
    • 84940754476 scopus 로고    scopus 로고
    • When flanker meets the n-back: What EEG and pupil dilation data reveal about the interplay between the two central-executive working memory functions inhibition and updating
    • Scharinger, C., Soutschek, A., Schubert, T., Gerjets, P., When flanker meets the n-back: What EEG and pupil dilation data reveal about the interplay between the two central-executive working memory functions inhibition and updating. Psychophysiology 52 (2015), 1293–1304.
    • (2015) Psychophysiology , vol.52 , pp. 1293-1304
    • Scharinger, C.1    Soutschek, A.2    Schubert, T.3    Gerjets, P.4
  • 32
    • 85027970294 scopus 로고    scopus 로고
    • Do drawing tasks improve monitoring and control during learning from texts? Learning and Instruction (in this issue).
    • Schleinschok, K., Scheiter, K., & Eitel, A. Do drawing tasks improve monitoring and control during learning from texts? Learning and Instruction (in this issue).
    • Schleinschok, K.1    Scheiter, K.2    Eitel, A.3
  • 33
    • 85028007853 scopus 로고    scopus 로고
    • Understanding metacognitive inferiority on screen by exposing cues for depth of processing. Learning and Instruction (in this issue).
    • Sidi, Y., Shpigelman, M., Zalmanov, H., & Ackerman, R. Understanding metacognitive inferiority on screen by exposing cues for depth of processing. Learning and Instruction (in this issue).
    • Sidi, Y.1    Shpigelman, M.2    Zalmanov, H.3    Ackerman, R.4
  • 35
    • 85027976164 scopus 로고    scopus 로고
    • & Roebers, C. Developmental Progression in Performance Evaluations: Effects of children's cue Utilization and Self-Protection. Learning and Instruction (in this issue).
    • Van Loon, M.H., Destan, N., Spiess, M., De Bruin, A., & Roebers, C. Developmental Progression in Performance Evaluations: Effects of children's cue Utilization and Self-Protection. Learning and Instruction (in this issue).
    • Van Loon, M.H.1    Destan, N.2    Spiess, M.3    De Bruin, A.4
  • 36
    • 84906088963 scopus 로고    scopus 로고
    • Issues in researching self-regulated learning as patterns of events
    • Winne, P.H., Issues in researching self-regulated learning as patterns of events. Metacognition and Learning 9 (2014), 229–237.
    • (2014) Metacognition and Learning , vol.9 , pp. 229-237
    • Winne, P.H.1
  • 37
    • 0344062650 scopus 로고    scopus 로고
    • Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning
    • Wolters, C., Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist 38 (2003), 189–205.
    • (2003) Educational Psychologist , vol.38 , pp. 189-205
    • Wolters, C.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.