Department of Physics, Bidhan Chandra College, Asansol Kazi Nazrul University, West Bengal, India
10.48310/esip.2025.18642.1011
Abstract
Physics learning is deeply influenced by both cognitive and psychological factors that shape students' understanding, problem-solving abilities, and overall academic performance. Cognitive factors such as working memory, cognitive load, and metacognition are critical in processing complex physics concepts. Working memory limitations can hinder students' ability to retain and manipulate information, while excessive cognitive load may overwhelm learners and reduce their capacity to focus on essential aspects of the material. Metacognitive skills, like self-regulation and monitoring one's understanding, are also vital for effective learning in physics.
Psychological factors, such as motivation, anxiety, and self-efficacy, further impact students' engagement and performance. High levels of anxiety can create barriers to learning by affecting concentration and confidence, while a lack of motivation can lead to disengagement from the subject. Self-efficacy, or the belief in one's ability to succeed, plays a significant role in shaping students’ persistence and effort in physics.
This paper reviews relevant research on these cognitive and psychological challenges and suggests strategies for addressing them in the classroom. By adopting evidence-based teaching practices, educators can reduce cognitive overload, foster motivation, and create supportive environments that help students navigate the complexities of physics, leading to improved learning outcomes.
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