The main goals of this paper are to exemplify and further elaborate on the theoretical connections between cognitive load and self-regulated learning. In an effort to achieve this, we integrate the concepts of self-control and self-management within the effort monitoring and regulation (EMR) framework laid out by de Bruin et al. (Educational Psychology Review this issue). More specifically, we argue that (1) cognitive load results from how the instruction is processed and not just from how it is designed (cf. self-management effect). (2) How instruction is processed by students (also) depends on their skill and will to self-control. For instance, high self-control may reflect compensatory processing of poorer instructional designs so that these designs may not lead to higher extraneous cognitive load. As soon as students’ willingness to self-control declines (e.g., with increasing study durations or previous demanding tasks), there is a closer link between (poorer) instructional designs and (higher) extraneous cognitive load in self-regulated learning tasks. Combining (1) and (2), we consider cognitive load to be influenced by self-control; (self-)control, in turn, is one central process of the monitoring-control cycle that characterizes self-regulated learning. We support these theoretical arguments by referring to empirical research in the domain of learning with multiple representations—with a particular focus on learning with and without seductive details during extended study episodes. We conclude with suggestions for further research.

本文的主要目的是举例说明并进一步阐述认知负荷和自我调节学习之间的理论联系。为了实现这一目标，我们将自我控制和自我管理的概念整合到了de Bruin等人提出的努力监测和调节（EMR）框架中。（教育心理学评论此问题）。更具体地说，我们认为（1）认知负荷是由指令的处理方式引起的而不是仅仅从它的设计上（参见自我管理效应）。（2）学生（也）如何处理指导取决于他们的技能和自我控制的意愿。例如，高度的自我控制可能反映了较差的教学设计的补偿性处理，因此这些设计可能不会导致较高的外部认知负担。一旦学生对自我控制的意愿下降（例如，随着学习时间的增加或以前要求较高的任务），（自定义的）教学设计与（自负的）自我调节学习任务中的（更高）认知负荷之间就会存在更紧密的联系。结合（1）和（2），我们认为认知负荷受到自我控制的影响。反过来，（自我）控制是监控控制周期的一个核心过程，该过程表征了自我调节的学习。我们通过引用具有多种表示形式的学习领域中的实证研究来支持这些理论论点，尤其侧重于在扩展学习情节中有或没有诱人细节的学习。最后，我们提出了进一步研究的建议。