Modeling the Causal Structural Relationship Between Test Wisdom, Cognitive Load, and Academic Achievement Among University Students

Moen Salman  AL-Nasraween; Mohammad  AL-Karamneh; Sharif  Alsoudi

doi:10.36941/jesr-2025-0007

Authors

Moen Salman AL-Nasraween Faculty of Educational Sciences, Department of Counseling and education psychology, Yarmouk university, Jordan
Mohammad AL-Karamneh College of Educational and Psychological Sciences, Department of Educational Psychology, Psychological and Educational Counseling, Amman Arab University, Jordan
Sharif Alsoudi College of Arts & Humanities, Psychology Department, A'Sharqiyah University, Oman

DOI:

https://doi.org/10.36941/jesr-2025-0007

Keywords:

causal relationship modeling, experimental wisdom, cognitive load, academic achievement

Abstract

The study aimed to investigate the causal structural relationship between test wisdom, cognitive load, and academic achievement for university students. The descriptive correlational survey approach was adopted. The researchers developed two scales, namely the test wisdom scale and the cognitive load scale. Their psychometric properties were verified before being applied to the main study sample, which consisted of 422 male and female university students selected via the proportional stratified random sampling. The results showed that the level of cognitive load was high, and the level of test wisdom was moderate. The results also showed that there were positive and statistically significant correlations between cognitive load, academic achievement, and test wisdom. The study also showed a direct effect between test wisdom with academic achievement, and cognitive load with academic achievement. In light of the study results, a set of recommendations were proposed perhaps the most important of which is paying attention to reducing the cognitive load of university students and working to improve the students' test wisdom.

Received: 3 October 2024 / Accepted: 28 December 2024 / Published: 05 January 2025