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Cited by 196Innovative Teaching and Learning MethodsVisual and Cognitive Learning ProcessesEducational Strategies and Epistemologies

The DOI matches its Crossref record; 42 of the 42 references it cites were found in a registry or an index.

Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda

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de Bruin, Anique B. H., Roelle, Julian, Carpenter, Shana K., Baars, Martine, EFG-MRE·2020·Educational Psychology Review
DOI 10.1007/s10648-020-09576-4
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Abstract

An exponential increase in the availability of information over the last two decades has asked for novel theoretical frameworks to examine how students optimally learn under these new learning conditions, given the limitations of human processing ability. In this special issue and in the current editorial introduction, we argue that such a novel theoretical framework should integrate (aspects of) cognitive load theory and self-regulated learning theory. We describe the effort monitoring and regulation (EMR) framework, which outlines how monitoring and regulation of effort are neglected but essential aspects of self-regulated learning. Moreover, the EMR framework emphasizes the importance of optimizing cognitive load during self-regulated learning by reducing the unnecessary load on the primary task or distributing load optimally between the primary learning task and metacognitive aspects of the learning task. Three directions for future research that derive from the EMR framework and that are discussed in this editorial introduction are: (1) How do students monitor effort? (2) How do students regulate effort? and (3) How do we optimize cognitive load during self-regulated learning tasks (during and after the primary task)? Finally, the contributions to the current special issue are introduced.

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Research works printed but not linked: 2

  1. Baars, M., Wijnia, L., de Bruin, A. B. H., & Paas, F. (this issue). The relation between student’s effort and monitoring judgments during learning: A Metaanalysis. Educational Psychology Review.
  2. Scheiter, K., Ackerman, & Hoogerheide, V. (this issue). Looking at mental effort appraisals through a metacognitive lens: Are they biased? Educational Psychology Review.

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Metadata

Authors
de Bruin, A. B. H., Roelle, J., Carpenter, S. K., Baars, M., & EFG-MRE
Affiliations
  • Maastricht University (NL)
  • Ruhr University Bochum (DE)
  • Iowa State University (US)
  • Erasmus University Rotterdam (NL)
Corresponding author
de Bruin, Anique B. H.
ORCID
Venue
Educational Psychology Review
Publisher
Springer Science and Business Media LLC
Published
2020-10-12
Volume
32
Issue
4
Pages
903-915
ISSN
  • 1040-726X (ISSN-L)
  • 1573-336X
DOI
10.1007/s10648-020-09576-4
OpenAlex
W3092407193
Cited by
196
References
42
Citations by year
2026: 49 · 2025: 40 · 2024: 32 · 2023: 30 · 2022: 20 · 2021: 16 · 2020: 9
Type
journal article
Language
en
Open access
Licence
Locations
  • Educational Psychology Review (publishedVersion, cc-by)
  • EUR Research Repository (Erasmus University Rotterdam) (publishedVersion, other-oa)
  • RUNE (Research UNE) (submittedVersion, cc-by)
  • EUR Research Repository (Erasmus University Rotterdam) (submittedVersion, other-oa)
  • RePub (Erasmus University Rotterdam) (submittedVersion, other-oa)
  • Research Publications (Maastricht University) (submittedVersion, cc-by)
  • RePub (Erasmus University Rotterdam) (submittedVersion)
  • Research Publications (Maastricht University) (submittedVersion, other-oa)
  • Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
Funders
Nederlandse Organisatie voor Wetenschappelijk Onderzoek (VI.Vidi.195.135)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords
cognitive load theory, student self-regulation, effort monitoring, effort regulation, metacognition, load distribution, information overload, theoretical integration

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