查看文章

Although cognitive load (CL) and self-regulated learning (SRL) have been widely recognized as two determinant factors of students’ performance, the integration of these two factors is still in its infancy. To further specify why and how CL links with SRL, we first conducted an overview to describe the multiple dimensions of cognitive load (i.e., intrinsic, extraneous, germane load, mental load, and mental effort). Subsequently, information processing theory (i.e., the generative mechanism of cognitive load) was used to interpret three core aspects of the SRL framework: dynamic SRL, monitoring-control cycles, and conscious vs. unconscious SRL. Based on the above overview and existing perspectives on the associations between CL and SRL, five propositions are discussed: (1) conscious SRL induces additional metacognitive load; (2) invested mental effort is monitored and regulated during SRL processes; (3) mental …