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<p>The present commentary is a response to a special issue on effort regulation during learning and problem solving [De Bruin, A. B. H., Janssen, E. M., Waldeyer, J., &amp; Stebner, F. (2025). Fostering Monitoring and Regulation of Effort. <i>Educational Psychology Review</i>]. Its contributions discuss and investigate the role of effort against both, Cognitive Load Theory and theories of self-regulated learning, thereby considering cognitive as well as motivational perspectives. The present commentary reflects upon challenges that arise from the attempt of linking these two perspectives. As a conclusion, I suggest that as a research community we need to avoid possible jangle fallacies when discussing the concept of effort and its influencing factors from multiple perspectives, attempt to formulate integrated theories of cognition and motivation rather than just mapping isolated assumptions, and consider the consequences of how we prompt learners to give subjective appraisals with respect to their learning experiences.</p>

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Commentary: How can We Come to Terms when Discussing the Role of Effort from the Perspective of Cognitive Load Theory and Theories of Self-regulated Learning?

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  • 发表日期：

    2025年6月11日

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  • Katharina Scheiter

摘要

The present commentary is a response to a special issue on effort regulation during learning and problem solving [De Bruin, A. B. H., Janssen, E. M., Waldeyer, J., & Stebner, F. (2025). Fostering Monitoring and Regulation of Effort. Educational Psychology Review]. Its contributions discuss and investigate the role of effort against both, Cognitive Load Theory and theories of self-regulated learning, thereby considering cognitive as well as motivational perspectives. The present commentary reflects upon challenges that arise from the attempt of linking these two perspectives. As a conclusion, I suggest that as a research community we need to avoid possible jangle fallacies when discussing the concept of effort and its influencing factors from multiple perspectives, attempt to formulate integrated theories of cognition and motivation rather than just mapping isolated assumptions, and consider the consequences of how we prompt learners to give subjective appraisals with respect to their learning experiences.