The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the research were collected using a questionnaire survey of a sample of students studying towards undergraduate degrees in construction-related studies at - public universities in South Africa. The data were factor analyzed to determine the factor structure of the constructs and to assess instrument validity and reliability. The relationships between the various constructs were analyzed using structural equation modeling (SEM). Consistent with other studies, the research found that complex questions induce a statistically significant amount of cognitive loading in students. The study also found that self-directed learning does not induce cognitive loading while subjecting students to tasks which are in their zone of proximal development is likely to induce some cognitive loading albeit much less than that from complex questions. Locating tasks in the zone of proximal development of students is likely to lead students to engage in some self-directed learning. It was also found that complex questions had a small significant association with self-directed learning. To reduce the amount of cognitive loading which students are subjected to, complex questions should be avoided for students with little subject prior knowledge, otherwise, students should be appropriately scaffolded. Students should be encouraged to engage in self-directed learning in order to reduce cognitive loading. Learning tasks assigned for self-directed learning should not be complex relative to the knowledge of the students as this discourages students from persisting with self-directed learning due to high cognitive loading.