SELF-EFFICACY AND COGNITIVE LOAD OF GRADE 11 LEARNERS IN SCIENCE
DOI:
https://doi.org/10.46827/ejes.v13i7.6805کلمات کلیدی:
Science education, self-efficacy, cognitive load, descriptive-correlational research design, Central Philippinesچکیده
Self-efficacy and cognitive load are critical factors influencing science learning outcomes. While self-efficacy reflects learners’ confidence in their academic abilities, cognitive load represents the mental demands of processing instructional tasks. Understanding their relationship provides insight into how motivation and cognition interact in complex learning environments. This study employed a descriptive-correlational design to examine the relationship between self-efficacy and cognitive load among Grade 11 learners in Science at a public secondary school in Central Philippines during the School Year 2025–2026. Data were collected using the Academic Self-Efficacy Scale (ASES) and the Academic Cognitive Load Questionnaire (ACLQ). Descriptive statistics determined the levels of self-efficacy and cognitive load, while Pearson product-moment correlation tested their relationship. Findings revealed that learners demonstrated an average level of self-efficacy, reflecting a balanced yet developing sense of academic confidence. Cognitive load was also found to be at an average level, indicating manageable but effortful mental demands in science learning. A significant low positive correlation was established between self-efficacy and cognitive load, suggesting that learners with higher confidence tend to engage more cognitively with science tasks. The study confirms that self-efficacy and cognitive load are meaningfully related, highlighting the importance of enhancing learners’ confidence while maintaining balanced cognitive demands. These findings underscore implications for instructional design, learner support, and curriculum development to promote effective and sustained science learning.مراجع
Affuso, G., Zannone, A., Esposito, C. (2025). The reciprocal effects of learning motivation, perceived academic self-efficacy and academic performance in adolescence: A four-wave longitudinal study. European Journal of Psychology of Education 40(6). https://doi.org/10.1007/s10212-024-00900-y
Ahmed, I., & Ishtiaq, S. (2021). Reliability and validity: Importance in medical research. Journal of the Pakistan Medical Association, 71(10), 2401–2406. https://doi.org/10.47391/jpma.06-861
Ayre, C., & Scally, A. J. (2014). Critical values for Lawshe’s content validity ratio: Revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47(1), 79–86. https://doi.org/10.1177/0748175613513808
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. Retrieved from https://books.google.ro/books/about/Self_Efficacy.html?id=eJ-PN9g_o-EC&redir_esc=y
Chang, J. C., Wu, Y. T., & Ye, J. N. (2022). A Study of Graduate Students’ Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research. Frontiers in Psychology, 13(June), 1–10. https://doi.org/10.3389/fpsyg.2022.915770
Colango, J. S., & Ong, K. C. A. (2026). Self-Efficacy, Engagement, and Academic Achievement of Learners in Science in an Alternative Delivery Modality. International Journal of Current Science Research and Review, 9(5), 2462–2478. https://doi.org/10.47191/ijcsrr/V9-i5-24
Comahig, A. (2025). Study habits, learning environment, and mathematics performance of Grade 11 STEM learners. Psychology and Education: A Multidisciplinary Journal, 39(2), 200–214. https://doi.org/10.70838/pemj.390208
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. Retrieved from https://doi.org/10.1207/S15327965PLI1104_01
Department of Education. (2025, May 19). Pilot implementation of the strengthened senior high school (SHS) curriculum for Grade 11 in School Year 2025–2026 (DepEd Memorandum No. 48, s. 2025). https://www.deped.gov.ph/wp-content/uploads/DM_s2025_048r.pdf
Evans, P., Vansteenkiste, M., & Parker, P. (2024). Cognitive load theory and its relationships with motivation: A self-determination theory perspective. Educational Psychology Review, 36(1), 7. https://doi.org/10.1007/s10648-023-09841-2
Feldon, D. F., Brockbank, R., & Litson, K. (2023). Direct Effects of Cognitive Load on Self-Efficacy During Instruction. Journal of Educational Psychology, 116(7), 1153–1171. https://doi.org/10.1037/EDU0000826
Fokkens-Bruinsma, M., Vermue, C., Deinum, J. F., & van Rooij, E. (2021). First-year academic achievement: The role of academic self-efficacy, self-regulated learning, and beyond classroom engagement. Assessment & Evaluation in Higher Education, 46(7), 1115–1126. https://doi.org/10.1080/02602938.2020.1845606
Gafoor, A. K., & Ashraf, M. (2016). Academic self-efficacy scale. University of Calicut. https://doi.org/10.13140/RG.2.1.3930.2640
Gidron, Y. (2020). Reliability and validity. In Springer eBooks (pp. 1869–1870). https://doi.org/10.1007/978-3-030-39903-0_1549
Gkintoni, E., Antonopoulou, H., Sortwell, A., & Halkiopoulos, C. (2025). Challenging Cognitive Load Theory: The Role of Educational Neuroscience and Artificial Intelligence in Redefining Learning Efficacy. Brain Sciences, 15(2). https://doi.org/10.3390/brainsci15020203
Hartelt, T., & Martens, H. (2024). Self-regulatory and metacognitive instruction regarding student conceptions: influence on students’ self-efficacy and cognitive load. Frontiers in Psychology, 15(October), 1–19. https://doi.org/10.3389/fpsyg.2024.1450947
Krieglstein, F., Beege, M., & Daniel, G. (2023). Development and validation of a theory-based questionnaire to measure different types of cognitive load. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09738-0
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1
Qi, B., Ma, L., & Wang, X. (2024). Using meta-analytic path analysis to examine mechanisms relating learners’ perceived feedback, motivation, self-efficacy, and academic performance. Learning and Motivation, 88, 102059. https://doi.org/10.1016/j.lmot.2024.102059
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Skulmowski, A., & Xu, K. M. (2022). Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Tan, A. L., Liang, J. C., & Tsai, C. C. (2021). Relationship among High School Students’ Science Academic Hardiness, Conceptions of Learning Science and Science Learning Self-Efficacy in Singapore. In International Journal of Science and Mathematics Education (Vol. 19, Issue 2). https://doi.org/10.1007/s10763-019-10040-1
Thomas, D., & Zubkov, P. (2023). Quantitative research designs in practical theology. Andrews University. Retrieved from https://www.researchgate.net/publication/370630979_Quantitative_Research_Designs
Zhang, H. (2024). Cognitive load as a mediator in self-efficacy and English learning motivation among vocational college students. PLoS ONE, 19(11), 1–19. https://doi.org/10.1371/journal.pone.0314088
Zhang, X., & Qian, W. (2024). Social support and academic performance. PLoS ONE, 19(12), e0311597.
Zheng, B., Chang, C., Lin, C. H., & Zhang, Y. (2021). Self-Efficacy, Academic Motivation, and Self-Regulation: How Do They Predict Academic Achievement for Medical Students? Medical Science Educator, 31(1), 125–130. https://doi.org/10.1007/s40670-020-01143-4
دانلودها
چاپ شده
شماره
نوع مقاله
مجوز
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
