Evidence map›Paper›PMID 34276480›Full record

ArticleFrontiers in psychology2021

Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms.

Andrew J Martin, Paul Ginns, Emma C Burns, Roger Kennett, Vera Munro-Smith, Rebecca J Collie, Joel Pearson

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Andrew J MartinUniversity of New South Wales, Kensington, NSW, Australia.
Paul GinnsThe University of Sydney, Sydney, NSW, Australia.
Emma C BurnsMacquarie University, Sydney, NSW, Australia.
Roger KennettUniversity of New South Wales, Kensington, NSW, Australia.
Vera Munro-SmithThe King's School, North Parramatta, NSW, Australia.
Rebecca J CollieUniversity of New South Wales, Kensington, NSW, Australia.
Joel PearsonUniversity of New South Wales, Kensington, NSW, Australia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

To better understand instructional cognitive load, it is important to operationalize and assess it in novel ways that can reveal how different students perceive and experience this load as either challenging or threatening. The present study administered a recently developed instruction assessment tool-the Load Reduction Instruction Scale-Short (LRIS-S)-to

Indexed as

achievementcognitive appraisalcognitive loadconstruct validityengagementlatent profile analysisload reduction instructionmultilevel

Identifiers

PMID34276480
PMCPMC8281884

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.