How to stop saying i’ll do it later: Cognitive Load Theory and implementation intentions (part 2)

Cognitive Overload and Task Avoidance

The brain naturally avoids pain and discomfort. Under high academic load, starting large or difficult tasks activates areas of the brain associated with stress or threat, which may result in the brain opting for avoidance. At the center of this process is a part of the brain called the anterior mid-cingulate cortex that is responsible for evaluating effort and sustaining motivation when faced with difficult tasks. 

During high academic load, it works with other brain regions to help decide whether a goal is worth your effort by combining information about your energy levels and expected rewards. If the perceived effort is found to be too costly, it may lead to withdrawal or procrastination (Touroutoglou et al, 2019).

Strategy: Because task avoidance stems from the brain perceiving a task as overwhelming or as requiring too much effort, reducing unnecessary mental load can help re-engage motivation. 

According to Sweller’s Cognitive Load Theory (1988), reducing extraneous load improves efficient learning and reduces procrastination. 

Simplifying your environment such as keeping your notes open, silencing notifications, or using website blockers reduces temptations and makes the task feel more manageable, making the brain perceive them as more achievable.

Loss of Intrinsic Motivation Motivation, that is, the initiation, direction, intensity and persistence of behavior, also plays an important role in procrastination (Brown, 2007). It refers to having the desire and willingness to do something. 

According to Self-Determination Theory, there are two types of motivation: Intrinsic motivation, which involves doing something for internal satisfaction such as learning, and extrinsic motivation, which involves doing something for external rewards such as grades. However, when pressure builds, inner motivation often gets buried under grades and deadlines, making tasks feel meaningless and purely obligatory. (Ryan & Deci, 2000).

Strategy: Using implementation intentions (if-then plans), wherein specific situations are linked to goal directed responses, can help maintain consistency even when motivation feels low.

For example, if it is 3 pm, then I will read 10 pages of my notes. These pre-decided cues can make behaviour more automatic and reduce hesitation (Gollwitzer, 1999).