Li Xiaolong, Xia Mu
Guangxi Minzu University, Nanning, China.
BMC Psychol. 2024 Dec 18;12(1):752. doi: 10.1186/s40359-024-02254-y.
Previous research has shown that higher self-efficacy predicts lower cognitive load. Nevertheless, there is limited research exploring the dynamic calibration phenomenon of cognitive resources by self-efficacy during task execution through experimental methods.
This study elucidates the relationships and longitudinal mediating effects among self-efficacy, state anxiety, and cognitive load through two studies that employed convenience sampling. Study 1, which aims to provide a comprehensive theoretical understanding of the research question, is an interview study that examines the prevalence of fluctuations in self-efficacy among 22 university students through an in-depth interview. On the other hand, study 2 reveals further causal relationships through experimental methods. It adopts a 3 (repeated measures: first time, second time, third time) × 2 (conditions: feedback group, non-feedback group) mixed design by 86 participants, utilizing a false feedback paradigm to manipulate participants' self-efficacy, with the task of the experiment being emotion recognition.
The results demonstrate that, compared to the non-feedback group, false feedback can successfully manipulate the self-efficacy of the participants, and the data from the feedback group further reveals the multilevel mediating role of state anxiety in the process of self-efficacy influencing cognitive load.
In general, the findings from two studies suggest that the enhancement of college students' self-efficacy during task execution can reduce their state anxiety, which in turn can further alleviate cognitive load.
先前的研究表明，较高的自我效能感预示着较低的认知负荷。然而，通过实验方法探索任务执行过程中自我效能感对认知资源的动态校准现象的研究有限。
本研究通过两项采用便利抽样的研究，阐明了自我效能感、状态焦虑和认知负荷之间的关系及纵向中介作用。研究1是一项访谈研究，旨在对研究问题提供全面的理论理解，通过深入访谈考察22名大学生自我效能感波动的发生率。另一方面，研究2通过实验方法揭示进一步的因果关系。它采用3（重复测量：第一次、第二次、第三次）×2（条件：反馈组、无反馈组）混合设计，由86名参与者参与，利用虚假反馈范式操纵参与者的自我效能感，实验任务为情绪识别。
结果表明，与无反馈组相比，虚假反馈能成功操纵参与者的自我效能感，反馈组的数据进一步揭示了状态焦虑在自我效能感影响认知负荷过程中的多层次中介作用。
总体而言，两项研究的结果表明，在任务执行过程中提高大学生的自我效能感可以降低他们的状态焦虑，进而进一步减轻认知负荷。
