The Influence Of Junior Middle School Students' Academic Emotion On The Central Executive Function Of Working Memory

Academic emotion refers to the emotion that students experience in learning situations such as classroom teaching,homework assignments,and exams.The central executive of working memory refers to a limited-capacity attentional system in the working memory,with coordination of strategic and integrated information functions.The central executive function of working memory can be divided into three subfunctions: updating function,shifting function and inhibition function.For middle school students,academic emotion and the central executive function of working memory play an important role in the improvement of learning ability and the development of physical and mental health.The aim of this study is to explore the influence of junior middle school students' academic emotion on the central executive function of working memory.In this study,we use the “Adolescent School Emotional Questionnaire” to distinguish the four groups with diverse types of academic emotion.Each group of subjects completed three experiments.In Experiment 1,we used the digital 1-back task to examine the effect of junior middle school students' academic emotions on the central executive updating function of the working memory.In Experiment 2,we used the digital switch task to examine the effect of junior middle school students' academic emotions on the central executive shifting function of the working memory.In Experiment 3,we used the classical color words Stroop task switch task to examine the effect of junior middle school students' academic emotions on the central executive inhibition function of the working memory.Results showed that:(1)The correct rates of positive high arousal academic emotion group and positive low arousal academic emotion group in digital 1-back task were significantly higher than that of negative high arousal academic emotion group.The reaction time of positive high arousal academic emotion group in digital 1-back task was significantly shorter than that of negative high arousal academic emotion group.This show that there are significant differences in the influence of different academic emotions on the central executive updating function of working memory among junior middle school students.Positive academic emotions play a positive role,negative academic emotions play an hindrance role.(2)The reaction time differences of positive high arousal academic emotion group and positive low arousal academic emotion group in the digital switch task were significantly shorter than that of negative high arousal academic emotion group.That is to say,there are significant differences in the influence of different academic emotions on the central executive shifting function of working memory among junior middle school students.That is to say,positive academic emotions play a positive role,negative academic emotions play an hindrance role.(3)There was no significant difference between different academic emotion groups in the reaction time difference of the classic color words Stroop task.That is to say,there was no significant difference in the influence of different academic emotions on the central executive inhibition function of working memory among junior middle school students.