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

Anmei Dong; Morris Siu-Yung Jong; Ronnel B King

doi:10.3389/fpsyg.2020.591203

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

Front Psychol. 2020 Oct 29:11:591203. doi: 10.3389/fpsyg.2020.591203. eCollection 2020.

Authors

Anmei Dong¹, Morris Siu-Yung Jong², Ronnel B King³

Affiliations

¹ School of Teacher Education, Guangdong University of Education, Guangzhou, China.
² Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China.
³ Faculty of Education, University of Macau, Macau, China.

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 and lower cognitive load are able to exercise higher levels of instrumental help-seeking, leading to good quality learning engagement. On the other hand, students with less prior knowledge and higher cognitive load are less able to engage in instrumental help-seeking, leading to lower engagement. Based on the research findings, recommendations for how teachers can improve learning engagement through decreasing cognitive load are discussed.

Keywords: cognitive load; help-seeking; learning engagement; mediation; prior knowledge.