زهرا کردستانی

The present study aimed to investigate the relationship between competition and cognitive evaluation with academic motivation and the ability to manage cognitive load in learning. This study was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population included female ninth-grade high school students in districts ۹, ۱۰, and ۱۱ of Tehran in the academic year ۱۴۰۳-۱۴۰۴. Cluster sampling was performed and based on the Cochran table, ۳۱۰ people were selected as the final sample. Data collection tools included standard questionnaires of basic psychological needs (LaGuardia et al., ۲۰۰۰), NASA-Tialax cognitive load scale (۱۹۸۸), academic motivation questionnaire (Fredericks et al., ۲۰۰۴), and competitiveness questionnaire (Franken, ۱۹۹۵). Data were collected electronically and analyzed using    version ۲۵ software using regression analysis. The findings showed that there is a positive and significant relationship between competition and motivation in academic learning (?=۰.۴۲), (p<۰.۰۵). Also, a positive and significant relationship was observed between competition and the ability to manage cognitive load (?=۰.۳۸), (p<۰.۰۵). The results also confirmed a positive and significant relationship between cognitive appraisal and academic motivation (p<۰.۰۵) and between cognitive appraisal and the ability to manage cognitive load (p<۰.۰۵). Further analyses showed that cognitive appraisal components such as the need for competence, autonomy, and relatedness positively affect academic motivation and cognitive load management. Based on these results, it can be concluded that competition, if managed properly, can help increase academic motivation and improve the ability to manage cognitive load in students. Also, cognitive assessment plays an effective role in improving academic performance by meeting the psychological needs of learners. It is suggested that strategies be considered in educational environments to create healthy competition and strengthen students' cognitive assessment in order to form more effective and sustainable learning.