| Description |
The cognitive-based approaches of priming and integrating material were studied to examine their influence on performance and self-efficacy. Study 1 (N = 122) attempted to replicate the 1998 study, "The relation between perception and behavior, or how to win a game of trivial pursuit" by Dijksterhuis and Van Knippenberg, which found stereotype priming influenced performance. In addition to the replication of the study, self-efficacy was measured as there is a strong relationship between performance outcomes and selfefficacy. The findings indicated the priming effect did not affect performance or selfefficacy. Study 2 (N = 84) investigated a different cognitive-based approach to influence self-efficacy and performance. Drawing from the Cognitive Load theory, SAT geometry problems were presented in an integrated or a nonintegrated instructional design. In addition, the problems were administered in a computer mode or a paper mode. The results showed the integration of material and mode of presentation did not have an effect on geometry performance or Cognitive Load. However, the mode of presentation influenced the learner's self-efficacy, with the computer mode resulting in lower selfefficacy ratings. In addition, self-efficacy negatively related with Intrinsic Cognitive Load and positively correlated with Germane Cognitive Load. Presentation mode may be a factor to consider in geometry problem-solving as self-efficacy could be influenced. In addition, self-efficacy possibly should be taken into consideration when measuring Cognitive Load. |
