The Relationships Between Cognitive Load and Affective Strategies used in Learning Situations among General Diploma Students in Faculty of Education | ||||
| Egyptian Journal of Educational Sciences | ||||
| Article 3, Volume 1, Issue 2, December 2021, Page 69-101 PDF (1.05 MB) | ||||
| Document Type: Scientific articles | ||||
| DOI: 10.21608/ejes.2021.227241 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Amira Ahmed Sayed | ||||
| Abstract | ||||
| The current study aimed to investigate the relationships between Cognitive Load and Affective Strategies used by students in learning situations. The study was conducted with a sample of (159) students of General Diploma in the Faculty of Education, Ain Shams University. Using the following study tools: Affective Strategies Scale in learning situations and Cognitive Load Scale (prepared by the researcher). The results showed the following: - The general level of using affective strategies among students is a high level of (77.6%). The most frequently used strategies are motivation management strategies at a high level (82%), followed by stress management strategies at a high level (78.1%), then impulse control strategies with a percentage of (69.8%). - There are statistically significant differences in cognitive load (Intrinsic, Extraneous, and Germane) according to the different level of using affective strategies (Stress Management Strategies, Motivation Management Strategies, and Impulse Control Strategies) among students in favor of those with a high level of use. | ||||
| Keywords | ||||
| Affective Strategies; Stress Management Strategies; Motivation Management Strategies; Impulse Control Strategies; Cognitive Load | ||||
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