COGNITIVE LOAD MANAGEMENT AS INFLUENCED BY PERCEIVED TASK COMPLEXITY AMONG UNIVERSITY STUDENTS IN JIANGXI PROVINCE, CHINA
DOI:
https://doi.org/10.18623/rvd.v23.5041Palabras clave:
Perceiving Task Complexity, Cognitive Load, Metacognitive Strategies, Self-Regulated Learning Theory, University StudentsResumen
This study aims to investigate the impact of perceived task complexity on cognitive load among university students in Jiangxi Province, China, and the mediating role of metacognitive strategies therein. Employing a questionnaire survey methodology, the research targeted university students in Jiangxi Province. Data collection utilised the Perceived Task Complexity Scale, Metacognitive Strategies Scale, and Cognitive Load Scale, resulting in 735 valid responses. Research findings indicate that significant differences exist between male and female university students in terms of perceived task complexity, metacognitive strategies, and cognitive load. Significant differences exist among university students of different years in their perception of task complexity, whilst no significant differences are found in cognitive load or metacognitive strategies. Perceived task complexity exerts a significant positive influence on cognitive load; perceived task complexity exerts a significant negative influence on metacognitive strategies; metacognitive strategies exert a significant negative influence on cognitive load; metacognitive strategies partially mediate the relationship between perceived task complexity and cognitive load. The research findings provide richer empirical evidence for elucidating the cognitive regulation mechanisms among university students, and offer a reference basis for optimising teaching task design and learning support strategies within higher education institutions.
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