ArticlePloS one2024
Cognitive load as a mediator in self-efficacy and English learning motivation among vocational college students.
Article in PloS one, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Academic self-efficacy and class engagement across Chinese learning motivation profiles among international students in Zhejiang, China.BMC psychology · 2026Article
- The digital well-being among learners in higher education: a scoping review.BMC medical education · 2026Article
- Task complexity and AI dependency among college students: the mediating roles of cognitive load, future anxiety, and task motivation.BMC psychology · 2026Article
- Article
- The psychological pathways to maritime English motivation: need satisfaction, frustration, and learning outcomes.Frontiers in psychology · 2026Article
- Unveiling ADHD's impact on higher education students: statistics anxiety, attitudes, and statistical literacy.Frontiers in psychiatry · 2025Article
- Article
- Introducing non-cognitive load to the educational discourse.Frontiers in psychology · 2024Article
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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.
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