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

Year: 2025

Type: conference-paper

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

Source: Asian Conference on Education official conference proceedings/ACE

DOI: 10.22492/issn.2186-5892.2025.141

Authors: Wen-Liang Chang, Ming-Hsiu Tsai, Cheng-Hung Weng, Hung-Che Cheng

Institution: National Taipei University of Technology

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W4408409693