Structural Learning Model of Relationships between Type of Test, Academic Discipline, Cognitive Load and Good Studying Habits on a Sample of Faculty of Education students at Assiut University

The present study aims to discover the difference in cognitive load and good studying habits depending on type of test (essay, objective) and nature of academic discipline (scientific, literary). The study also aims to differentiate between good studying habits of Faculty of Education students at  Assiut University according to dimensions of cognitive load and credibility of the proposed conceptual model in view of the variables of type of test, nature of academic discipline, cognitive load and good studying habits on a sample of Faculty of Education students at  Assiut University. The aim of this model is to identify direct and indirect effects of cognitive load, good studying habits and the other variables in terms of study data reflections. The number of participants in pilot study was 145 male and female Faculty of Education students to verify the psychometric properties of the two study tools. Whereas, the number of participants in main study was 906 male and female students. The two study tools are cognitive load scale of university students and good studying habits of university students scale, prepared by the two researchers. The results of the study showed that there are no statistically significant differences between the two types of tests and nature of academic discipline on good studying habits scale of university students, with exception of after preparedness for studying for the literally disciplines with objective tests. On the other hand, there are statistically significant differences between the two types of tests  and nature of academic discipline  on cognitive load scale for literally disciplines with objective tests in appropriate intrinsic cognitive load and overall cognitive load as well as for scientific disciplines with objective tests in extrinsic cognitive load. Results also revealed that good studying habits  do not differ among Faculty of Education students according to dimensions of cognitive load. Results of path analysis indicated goodness of fit Indices of the proposed model .