ArticleMedEdPublish (2016)2020
Emotional Well-Being, Cognitive Load and Academic Attainment.
Article in MedEdPublish (2016), 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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.
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.
Who cites it
3 citing papers in PubMed.
- A study on the blended learning effects on students majoring in preschool education in the post-pandemic era: An example of a research-method course in a Chinese university.Frontiers in psychology · 2022Article
- How did the COVID-19 pandemic affect audience's attitudes in webinars?International journal of clinical practice · 2021Article
- Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19.Education and information technologies · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This article was migrated. The article was marked as recommended. This opinion piece examines some of the literature on the impact of emotional wellbeing on cognitive load and the impact this might have on educational attainment. It discusses cognitive load theory and outlines a brief history of its evolution to our current understanding. The literature on the degree to which negative emotions contribute to cognitive load is explored, followed by the association between cognitive load and educational attainment in the context of cognitive load theory. The article concludes by making a case for increased awareness, highlighting the need for more empirical research and briefly examining the role of some potential interventions to optimise cognitive load in the context of emotional wellbeing and their potential impact on educational attainment.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.