A preliminary study of the relationship between self-efficacy and cognitive load on solving ill-structured problem

Abstract

Students often need to face a complicated case when trying to make a decision in the class. Moreover, the related information that required solving the problem is usually insufficient; meanwhile, the solutions of the problems are either multiple or not at all. The study tries to explore the relationship between students’ self-efficacy and cognitive load on solving ill-structured problems. A total of 90 questionnaires were sent to undergraduate students to understand their attitude toward the issue. The preliminary results indicated that there exists close relationship between students’ self-efficacy and cognitive load when solving ill-structured problems