Should self-regulated learning be integrated with cognitive load theory? A commentary
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Currently there is virtually no evidence that self-regulation is teachable as a domain-general procedure that will improve performance on far transfer tasks.
“Notwithstanding these possibilities, as is typical of biologically primary knowledge, currently, there is virtually no evidence that self-regulation is teachable as a domain-general procedure that will improve performance on far transfer tasks (Sweller and Paas 2017).”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Sweller and Paas 2017
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References 33 · Cited by 54
Research works printed but not linked: 1
- Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer.
- Authors
- Sweller, J., & Paas, F.
- Affiliations
- UNSW Sydney (AU)
- University of Wollongong (AU)
- Corresponding author
- Sweller, John
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2017-10
- Volume
- 51
- Pages
- 85-89
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2615793483
- Cited by
- 54
- References
- 33
- Citations by year
- 2026: 6 · 2025: 4 · 2024: 4 · 2023: 2 · 2022: 9 · 2021: 6 · 2020: 8 · 2019: 6 · 2018: 8 · 2017: 1
- FWCI
- 8.19
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Learning and Instruction (publishedVersion)
- EUR Research Repository (Erasmus University Rotterdam) (publishedVersion, other-oa)
- Research Online (University of Wollongong) (submittedVersion)
- EUR Research Repository (Erasmus University Rotterdam) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- student self-regulation, cognitive load theory, theoretical integration, learning process, metacognition, working memory
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