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Cognitive load as a mediator in self-efficacy and English learning motivation among vocational college students.

Authors :
Zhang, Hui
Source :
PLoS ONE. 11/21/2024, Vol. 19 Issue 11, p1-19. 19p.
Publication Year :
2024

Abstract

Chinese vocational colleges, under global and educational pressures, encounter challenges in IT integration for English teaching, which risks dampening student motivation due to heightened cognitive load. This study addresses the need to elucidate the mediating role of cognitive load in the relationship between self-efficacy and learning motivation among these students. By integrating Social Cognitive Theory(SCT) and Cognitive Load Theory(CLT), the research employs a structural equation model to analyze survey data, revealing that self-efficacy positively impacts deep and achievement motivation and negatively influences cognitive load, which in turn affects learning motivation. These insights underscore the importance of fostering self-efficacy and managing cognitive load to enhance vocational students' English learning motivation, offering valuable guidance for educational practices and curriculum development in the face of global challenges. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
19326203
Volume :
19
Issue :
11
Database :
Academic Search Index
Journal :
PLoS ONE
Publication Type :
Academic Journal
Accession number :
181030585
Full Text :
https://doi.org/10.1371/journal.pone.0314088