Conceptualizing cognitive load as motivational cost: a mixed methods perspective

Through the theoretical lens of cognitive load theory and expectancy-value-cost theory, this exploratory mixed methods study examines the associations between cognitive load and motivational and affective constructs. This study evaluates the experiences of Ph.D. students in the biological sciences, particularly those involving motivational constructs and costs, and how these costs can be conceptualized as unproductive cognitive load (i.e., extraneous cognitive load). In this study, semi-structured interviews ( N = 80) were drawn from a separate longitudinal study and coded using a grounded theory approach. Using the qualitative codes, frequencies of co-occurrence were evaluated using Spearman’s rho. Results indicate that common sources of unhelpful or unproductive cognitive load (e.g., via lack of support, guidance, and/or instruction from professors and advisors) are differentially associated with value, expectancy, and motivational costs (particularly overwhelm). Specifically, extraneous cognitive load is significantly correlated with low expectancy for success (i.e., low self-efficacy), subjective task value, and overwhelm. These findings are consistent with the emerging understanding of relationships between cognitive load type and motivation.