The Influence Of Academic Motivation And Emotion On Reward Learning And The Optimal Regulation Mechanism Of Academic Emotion

Academic emotion refers to all the emotional experiences of students while they are learning,which can affect their psychological development and mental health.Learning motivation can promote activities related to individual's learning and influence students' emotional experience while learning.Previous studies explored the relationship between academic emotions and learning motivation,but experimental research between them is rare.This study first investigate the characteristics of different academic emotions and learning motivations through psychological measurement and experimental tasks,and then construct models to explore the college students' academic emotion regulation strategies,and further investigate the optimal mechanism of academic emotion regulation.Study 1 used psychometric method to explore the characteristics of the academic emotion and motivation of contemporary college students.Study 2 used three experimental tasks to explore the impact of different types of academic motivation and emotions on reward-based learning.Task 1 and Task 2 explored the effects of exogenous rewards and endogenous rewards on attention selection respectively;Task 3 explored the effects of rewards on visual working memory.Study 3 used the College Students' Academic Emotion Questionnaire,the Learning Motivation Scale,the Academic Emotion Regulation Scale and the Emotion Management Questionnaire to further explore the relationship between the academic emotion regulation strategies and academic emotions status by constructing a model.The results showed that:(1)There were significant gender differences in different academic emotions.Boys were significantly lower than girls in negative high arousal emotions and significantly higher in positive low arousal emotions.There was a significant difference in the majors with positive low arousal emotions,and the arts was significantly higher than the sciences.The gender differences in intrinsic motivation were significant,and boys were significantly higher than girls.The correlation coefficient of four kinds of academic emotions retest was between 0.63 and 0.74,and the correlation coefficient of the retest of intrinsic motivation and extrinsic motivation was 0.61 and 0.63,respectively.(2)In the attention task,the reaction time under high-value conditions was significantly shorter than the low-value condition.In the memory task,the reaction time under high-value conditions and low-value were significantly shorter than the valueless conditions.The reaction time of subjects with high positive emotions and high motivations were significantly shorter than those subjects with low positive emotions and low motivation,high negative emotions and high motivations,that is,individuals with higher positive emotions and motivations responded more quickly than individuals with lower positive emotions and motivations or higher levels ofnegative emotions and motivations.(3)Intrinsic motivation cannot only directly predict positive high arousal and positive low arousal emotions,but also indirectly predict two kinds of emotions through effective regulation strategy.Positive regulation strategy played a moderating role between effective regulation strategy and positive high arousal emotion,and also between effective regulation strategy and positive low arousal emotion.External motivation cannot only directly predict negative high arousal emotions,but also indirectly predict such emotions through ineffective regulation strategy.Negative regulation strategy played a moderating role between ineffective regulation strategy and negative high arousal emotion.In conclusion,the results showed that there were gender and major differences in academic emotion and motivation of college students.Academic emotion and motivation were stable across time.Reward learning showed,learned rewards affected attention capture,visual working memory.Different types of academic motivation and emotions influenced reward learning.Individuals who experienced more positive emotions performed better than individuals who experienced more negative emotions.The optimal regulation mechanism of academic emotion was that intrinsic motivation influenced positive high arousal and positive low arousal emotion through the mediating effect of effective regulation strategy,and positive regulation strategy further moderated the process.