Abstract

Despite growing interest in improving academic performance, the interaction between cognitive load and the learning strategies students use underexplored. This study examines how cognitive load and critical thinking skills affect academic performance in adaptive learning settings. We utilized a cross-sectional survey design with a sample of 500 undergraduate students to test a mediation model. Structural Equation Modeling (SEM) was used to examine the relationship between cognitive load, critical thinking and academic performance. Data were collected using validated self-report instruments administered online via the Qualtrics platform. The direct effect of cognitive load on academic performance was significant (β = –.45, p .05). The model tested showed good fit indices (CFI = 0.94; TLI = 0.92; RMSEA = 0.06; SRMR = 0.05) which confirm its theoretical validity. Additionally, correlational analyses demonstrated significant positive relationships between germane cognitive load and metacognition and academic performance, as well as negative relationships with intrinsic and extraneous load (all p < .01). The predictive value of germane load was also confirmed by regression analysis (β = .52, p < .001) followed by strategic learning approaches. The results of this study highlight the significance of limiting cognitive load and promoting successful strategy use in higher education.