ABSTRACT

The goal of this study was to test whether cognitive load is associated with mindfulness and self-efficacy in students with and without learning disabilities. In this study, 60 students with learning disabilities and 60 students without learning disabilities were evaluated for cognitive load, mindfulness, and self-efficacy using three separate instruments. Study findings showed that the learning-disabled population performed consistently worse both on cognitive load and on mindfulness and self-efficacy than the normally developed population. Significant associations were found between the variables only in the group of students without learning disabilities. This study’s findings point to the importance of developing both student and teacher training programmes that focus on effective methods for reducing cognitive load and improving focus and mindfulness, ultimately resulting in improved self-efficacy in students with learning disabilities.

摘要

本研究的目的是测试认知负荷是否与有和没有学习障碍的学生的正念和自我效能有关。在这项研究中，60 名有学习障碍的学生和 60 名没有学习障碍的学生使用三种不同的工具进行了认知负荷、正念和自我效能的评估。研究结果表明，学习障碍人群在认知负荷、正念和自我效能方面的表现始终低于正常发育人群。仅在没有学习障碍的学生组中发现变量之间存在显着关联。