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Article: How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking

TitleHow Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking
Authors
Keywordscognitive load
mediation
learning engagement
prior knowledge
help-seeking
Issue Date2020
Citation
Frontiers in Psychology, 2020, v. 11, article no. 591203 How to Cite?
AbstractResearch on learning engagement and cognitive load theory have proceeded in parallel with little cross-over of ideas. The aim of this research was to test an integrative model that examines how prior knowledge influences learning engagement via cognitive load and help-seeking strategies. A sample of 356 students from two middle schools in the north of China participated in the study. Analyses using structural equation modeling revealed that prior knowledge was positively associated with learning engagement, and that this relationship was mediated by cognitive load and instrumental help-seeking. Cognitive load also mediated the impact of prior knowledge on instrumental help-seeking, executive help-seeking and avoidance of help-seeking. The study shows that students with more prior knowledge and lower cognitive load are able to exercise higher levels of instrumental help-seeking, leading to good quality learning engagement. On the other hand, students with less prior knowledge and higher cognitive load are less able to engage in instrumental help-seeking, leading to lower engagement. Based on the research findings, recommendations for how teachers can improve learning engagement through decreasing cognitive load are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/302278
PubMed Central ID
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorDong, Anmei-
dc.contributor.authorJong, Morris Siu Yung-
dc.contributor.authorKing, Ronnel B.-
dc.date.accessioned2021-08-30T13:58:09Z-
dc.date.available2021-08-30T13:58:09Z-
dc.date.issued2020-
dc.identifier.citationFrontiers in Psychology, 2020, v. 11, article no. 591203-
dc.identifier.urihttp://hdl.handle.net/10722/302278-
dc.description.abstractResearch on learning engagement and cognitive load theory have proceeded in parallel with little cross-over of ideas. The aim of this research was to test an integrative model that examines how prior knowledge influences learning engagement via cognitive load and help-seeking strategies. A sample of 356 students from two middle schools in the north of China participated in the study. Analyses using structural equation modeling revealed that prior knowledge was positively associated with learning engagement, and that this relationship was mediated by cognitive load and instrumental help-seeking. Cognitive load also mediated the impact of prior knowledge on instrumental help-seeking, executive help-seeking and avoidance of help-seeking. The study shows that students with more prior knowledge and lower cognitive load are able to exercise higher levels of instrumental help-seeking, leading to good quality learning engagement. On the other hand, students with less prior knowledge and higher cognitive load are less able to engage in instrumental help-seeking, leading to lower engagement. Based on the research findings, recommendations for how teachers can improve learning engagement through decreasing cognitive load are discussed.-
dc.languageeng-
dc.relation.ispartofFrontiers in Psychology-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectcognitive load-
dc.subjectmediation-
dc.subjectlearning engagement-
dc.subjectprior knowledge-
dc.subjecthelp-seeking-
dc.titleHow Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking-
dc.typeArticle-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.3389/fpsyg.2020.591203-
dc.identifier.pmid33192933-
dc.identifier.pmcidPMC7658369-
dc.identifier.scopuseid_2-s2.0-85096008059-
dc.identifier.volume11-
dc.identifier.spagearticle no. 591203-
dc.identifier.epagearticle no. 591203-
dc.identifier.eissn1664-1078-
dc.identifier.isiWOS:000588369000001-

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