The Impact of Control Belief and Learning Disorientation on Cognitive Load: The Mediating Effect of Academic Emotions in Two Types of Hypermedia Learning Environments
The present study tested the influence of control belief, learning disorientation, and academic emotions on cognitive load in two types of concept-map structures within hypermedia learning environment. Four hundred and eighty-five students were randomly assigned to two groups: 245 students in the hierarchical group and 240 students in the networked group. Multi-group invariance and mediation analysis were applied to test the mediating effects of academic emotions in the association between control belief, learning disorientation and cognitive load (extraneous, intrinsic, and germane load) across groups. Results indicated all models were invariant across the groups. Control belief and learning disorientation were antecedents of positive and negative emotions; extraneous load in turn was affected by positive and negative emotions, whereas intrinsic and germane loads were only influenced by positive emotions. Learning disorientation had positive effect on extraneous load, whereas control belief had positive affect on intrinsic and germane load. The results are discussed in light of the integration of learning disorientation and non-cognitive factors with cognitive load.