Commentary: How can We Come to Terms when Discussing the Role of Effort from the Perspective of Cognitive Load Theory and Theories of Self-regulated Learning?
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| Title: | Commentary: How can We Come to Terms when Discussing the Role of Effort from the Perspective of Cognitive Load Theory and Theories of Self-regulated Learning? |
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| Authors: | Scheiter, Katharina (AUTHOR) |
| Source: | Educational Psychology Review. Jun2025, Vol. 37 Issue 2, p1-20. 20p. |
| Abstract: | The present commentary is a response to a special issue on effort regulation during learning and problem solving [De Bruin, A. B. H., Janssen, E. M., Waldeyer, J., & Stebner, F. (2025). Fostering Monitoring and Regulation of Effort. Educational Psychology Review]. Its contributions discuss and investigate the role of effort against both, Cognitive Load Theory and theories of self-regulated learning, thereby considering cognitive as well as motivational perspectives. The present commentary reflects upon challenges that arise from the attempt of linking these two perspectives. As a conclusion, I suggest that as a research community we need to avoid possible jangle fallacies when discussing the concept of effort and its influencing factors from multiple perspectives, attempt to formulate integrated theories of cognition and motivation rather than just mapping isolated assumptions, and consider the consequences of how we prompt learners to give subjective appraisals with respect to their learning experiences. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 185881336 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Commentary: How can We Come to Terms when Discussing the Role of Effort from the Perspective of Cognitive Load Theory and Theories of Self-regulated Learning? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Scheiter%2C+Katharina%22">Scheiter, Katharina</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Jun2025, Vol. 37 Issue 2, p1-20. 20p. – Name: Abstract Label: Abstract Group: Ab Data: The present commentary is a response to a special issue on effort regulation during learning and problem solving [De Bruin, A. B. H., Janssen, E. M., Waldeyer, J., & Stebner, F. (2025). Fostering Monitoring and Regulation of Effort. Educational Psychology Review]. Its contributions discuss and investigate the role of effort against both, Cognitive Load Theory and theories of self-regulated learning, thereby considering cognitive as well as motivational perspectives. The present commentary reflects upon challenges that arise from the attempt of linking these two perspectives. As a conclusion, I suggest that as a research community we need to avoid possible jangle fallacies when discussing the concept of effort and its influencing factors from multiple perspectives, attempt to formulate integrated theories of cognition and motivation rather than just mapping isolated assumptions, and consider the consequences of how we prompt learners to give subjective appraisals with respect to their learning experiences. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=185881336 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10648-025-10037-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1 Titles: – TitleFull: Commentary: How can We Come to Terms when Discussing the Role of Effort from the Perspective of Cognitive Load Theory and Theories of Self-regulated Learning? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Scheiter, Katharina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1040726X Numbering: – Type: volume Value: 37 – Type: issue Value: 2 Titles: – TitleFull: Educational Psychology Review Type: main |
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