Load reduction instruction in mathematics and English classrooms: A multilevel study of student and teacher reports

Martin, Andrew J.; Ginns, Paul; Nagy, Robin P.; Collie, Rebecca J.; Bostwick, Keiko C. P.

doi:10.1016/j.cedpsych.2023.102147

Contemporary Educational Psychology

2023

DOI: 10.1016/j.cedpsych.2023.102147

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Load reduction instruction in mathematics and English classrooms: A multilevel study of student and teacher reports

Andrew J. Martin

Paul Ginns

Robin P. Nagy

et al.

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Cited by 5 publications

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Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology

Martin

2023

Educ Psychol Rev

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Motivation and instruction are two major substantive domains in educational psychology. Theory and research relevant to each of these domains tend to be diffuse and fragmented. This presents challenges for scholars and practitioners seeking to implement parsimonious and cohesive approaches to help students to learn. This review articulates a two-step integration process that is an illustrative effort towards tackling these challenges and unifying two psycho-educational domains: intra-domain integration (within each of motivation and instruction) and inter-domain integration (between motivation and instruction). With respect to motivation, the Motivation and Engagement Wheel (Martin, 2007) is presented as an example of intra-domain integration of key facets of motivation (Step 1a). With respect to instruction, Load Reduction Instruction (LRI; Martin, 2016; Martin & Evans, 2018) is an example of intra-domain integration of explicit instruction and guided independent learning (Step 1b). The review then proposes an inter-domain integration of motivation and instruction (Step 2), arguing that each domain is tied to the other. The joint operation of intra- and inter-domain integration of motivation and instruction holds potential for more coherent theorizing, measurement, and practical application.

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Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology

Martin

2023

Educ Psychol Rev

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Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective

Evans,

Vansteenkiste,

Parker

et al. 2024

Educ Psychol Rev

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Although cognitive load theory research has studied factors associated with motivation, these literatures have primarily been developed in isolation from each other. In this contribution, we aimed to advance both fields by examining the effects of instructional strategies on learners’ experience of cognitive load, motivation, engagement, and achievement. Students (N = 1287) in years 7–10 in four Australian high schools completed survey measures of motivation, engagement, cognitive load, and their teachers’ perceived instructional strategies and motivating style. Results suggest that teachers’ load-reducing instructional strategies were related to lower cognitive load and were positively associated with relative autonomous motivation, engagement, and achievement. Teachers’ motivating styles characterized by autonomy support and structure were also associated with reduced extraneous and intrinsic cognitive load, as well as motivation and engagement. We conclude that by using load-reducing strategies and a motivating style characterized by structure and autonomy support, teachers can reduce students’ cognitive load and improve their self-regulated motivation, engagement, and achievement. In so doing, we discuss a number of future avenues for the joint study of self-determination theory and cognitive load theory, with the aim of refining and extending both perspectives.

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Load reduction instruction: Exploring its applicability in a Chinese-speaking secondary school context

Sun,

Evans,

Martin

2024

Teaching and Teacher Education

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Load reduction instruction in mathematics and English classrooms: A multilevel study of student and teacher reports

Cited by 5 publications

References 53 publications

Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology

Integrating Motivation and Instruction: Towards a Unified Approach in Educational Psychology

Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective

Load reduction instruction: Exploring its applicability in a Chinese-speaking secondary school context

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