Abstract
This pilot study shows that there is a direct correlation between academic self-efficacy and cognitive load within the academic environment. We have used a self-efficacy scale and mental load tests on a sample of 30 students. Statistical data were collected and were processed by calculating the correlation coefficients. Our hypothesis was confirmed in the working memory area, the findings providing a starting point for a deeper understanding of the relationship between academic self-efficacy and cognitive performances. The study also revealed different patterns of processing for girls and boys. Multiple implications arise for educational counseling from this study, especially related to the emotional factors involved in cognitive performance (beliefs related to feelings) in terms of academic self-efficacy.
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