How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking.

ABSTRACT: Research on learning engagement and cognitive load theory have proceeded in parallel with little cross-over of ideas. The aim of this research was to test an integrative model that examines how prior knowledge influences learning engagement via cognitive load and help-seeking strategies. A sample of 356 students from two middle schools in the north of China participated in the study. Analyses using structural equation modeling revealed that prior knowledge was positively associated with learning engagement, and that this relationship was mediated by cognitive load and instrumental help-seeking. Cognitive load also mediated the impact of prior knowledge on instrumental help-seeking, executive help-seeking and avoidance of help-seeking. The study shows that students with more prior knowledge

SUBMITTER: Dong A 

PROVIDER: S-EPMC7658369 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature