The Relationship Between College Students' Academic Failure Mentality And Attention Bia

Academic failure is one of the problems that college students generally need to face and solve.Beliefs of academic failure refers to an individual’s positive or negative view of academic failure.Beliefs of academic failure affects the individual’s response to failure events.However,the cognitive processing characteristics of college students with different beliefs of academic failure still need to be explored.This study focuses on individual attention bias,which is the allocation of attention to different information.Two sub studies were conducted to examine the relationship between college students’ beliefs of academic failure and their attention bias,with a view to further understanding the cognitive processing characteristics of college students with different beliefs of academic failure,and based on this,corresponding educational suggestions were proposed.Study 1 uses a questionnaire method to preliminarily examine the correlation between college students’ beliefs of academic failure and their attention bias.A total of 424 college students(185 male students)were tested using the "Beliefs of failure Scale" and "Positive and Negative Information Attention Scale" as measurement tools.The results show that positive beliefs of academic failure is significantly and positively correlated with positive attention bias,negative beliefs of academic failure is significantly and positively correlated with negative attention bias.Study 2 uses an experimental method to explore the attentional bias of college students with positive and negative beliefs of academic failure towards academic related words before and after the initiation of frustration situations.Academic failure words and academic neutral words were used as experimental materials to create academic failure situations through component word puzzles and Raven reasoning tests.The dot-detection paradigm was combined with eye movement technology,and the single-blind method was used to explore the characteristics of attention bias of college students with different beliefs of academic failure and the influence of academic failure situations on them.The subjects were recruited in study 1.The positive beliefs of academic failure group included 27 college students(15 males),the negative beliefs of academic failure group included 32 college students(16males).The results are as follows:(1)In the preference index of first fixation latency,the T-test results show that after the initiation of the academic failure situation,the preference index of first fixation latency of the college students with negative Beliefs of academic failure was significantly less than 0,it shows accelerated detection of academic failure words,and the other T-test and variance analysis results are not significant;(2)In the preference index of first fixation duration,preference index of total fixation duration and preference index of fixation counts,all statistical tests were not significant.Based on the above research results,the following conclusions can be drawn:1.College students’ beliefs of academic failure is positively correlated with attention bias.2.College students with negative beliefs of academic failure showed no attention bias to academic failure words before the academic failure situation,but showed accelerated detection of academic failure words after the academic failure situation.3.Positive beliefs of academic failure college students showed no attention bias to academic failure words before and after the academic failure situation.The above results suggest that the education of academic frustration at the university stage is still of great significance,and it is necessary to guide college students to establish a positive beliefs of academic failure,enhance their ability to actively focus on positive resources in academic failure,and reduce the negative impact of academic failure.Especially for college students with a negative attitude towards academic failure,their cognitive processing characteristics after experiencing academic failure deserve special attention.