Relationship between Academic Self-Efficacy and Cognitive Load for Students in Distance Learning .

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dc.contributor.authorGriskevica, Inguna
dc.contributor.authorIltners, Martins
dc.date.accessioned2022-01-31T11:55:01Z
dc.date.available2022-01-31T11:55:01Z
dc.date.issued2021
dc.description.abstractThe COVID-19 global pandemic has forced the education process worldwide to change its form to distance learning. This empirical study contributes to recently limited knowledge about the remote learning process. The study aimed to determine how academic self-efficacy is related to subjective cognitive load to predict achievement results in different forms of distance learning. The research method used was a quasi-experimental pilot study. The research questions were: (1) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement results in teacher-directed distance learning? (2) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement in student-directed distance learning? (3) What is the difference between teacher-directed and student self-directed distance learning settings regarding relationships between academic self-efficacy, subjective cognitive load, and achievement results? The measurement of academic self-efficacy and subjective cognitive load in the context of task assessment results were compared in different distance learning settings in two independent groups of 9th graders. The results suggest a significant relationship between subjective cognitive load and achievement results in student self-directed but non-significant between all variables in teacher-directed distance learning settings. In contrast, settings themselves demonstrated no influence on any measured factors.en
dc.description.statusPeer reviewed
dc.format.extent9
dc.format.extent617366
dc.identifier.citationGriskevica, I & Iltners, M 2021, 'Relationship between Academic Self-Efficacy and Cognitive Load for Students in Distance Learning .', Education. Innovation. Diversity, vol. 2, no. 2, pp. 31-40. https://doi.org/10.17770/eid2021.1.5426
dc.identifier.doi10.17770/eid2021.1.5426
dc.identifier.issn2661-5401
dc.identifier.urihttps://dspace.rsu.lv/jspui/handle/123456789/7376
dc.language.isoeng
dc.relation.ispartofEducation. Innovation. Diversity
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subject5.3 Educational sciences
dc.subject1.4. Reviewed scientific article published in Latvia or abroad in a scientific journal with an editorial board (including university editions)
dc.titleRelationship between Academic Self-Efficacy and Cognitive Load for Students in Distance Learning .en
dc.type/dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article

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