New article on the relationship between self-control and cognitive load in self-regulated learning published
The article entitled: "Self-management as a bridge between cognitive load and self-regulated learning: The illustrative case of seductive details" was published in the journal Educational Psychology Review.
The article focuses on the theoretical relationship between cognitive load and self-regulated learning. To this end, the authors integrate the concepts of "self-control" and "self-management" into the Effort Monitoring and Regulation Framework (EMR) theory framework designed by de Bruin et al. (2020). In the article, the authors argue that cognitive load in learning results not only from the design but also from the processing of instruction (cf. self-management effect) and that the way instruction is processed by learners (also) depends on learners' abilities and willingness to self-monitor. Based on these assumptions, the authors assume that cognitive load is influenced by learners' self-control. The authors support their assumptions with theoretical arguments that can be derived from previous research in the field of learning with multiple representations.
Reference: Eitel, A., Endres, T., & Renkl, A. (2020). Self-management as a bridge between cognitive load and self-regulated learning: the illustrative case of seductive details. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09559-5