The Influence Of Emotion On Learning Time Allocation In The Context Of Difficulty-Value Trade-Off And Its Intervention

During the epidemic period,studying at home made many junior middle school students feel depressed and their learning status decline.However,the study time allocation under self-paced condition is basically consistent with that of junior middle school students at home.Previous studies have shown that there is a good positive correlation between positive emotional state and reasonable allocation of learning time.Therefore,this study focused on the relationship between emotion and learning time allocation,and conducted three different experiments to explore the relationship between emotion and learning time allocation in the context of difficult-value trade-off and how to effectively intervene.In Experiment 1,a self-paced learning paradigm was used to verify whether there was difficult-value trade-off in the learning process of junior high school students.Set the difficulty of the project(high,low)and the project score(high,low)to weigh the situation,let the students arrange the learning time independently and record the achievement(correct rate)after learning.The results showed that junior high school students tended to spend more time on high score materials when faced with difficult materials.When faced with low difficulty material,they were more likely to spend more time on low score material.In Experiment 2,a self-paced learning paradigm was used to explore whether junior high school students in different emotional states would integrate various factors to form their final learning decisions when faced with difficult-value trade-off situations.The video materials were used to induce two emotional states(positive and negative),and junior high school students with different emotional states were allowed to arrange their learning time independently and record their results after learning in the context of difficulty and value trade-off.It was found that in the self-paced learning stage,compared with the negative students,the students in the positive mood were more likely to allocate the learning time to the more difficult material,and scored higher in the recognition stage.In Experiment 3,the self-paced learning paradigm was used to explore whether mindful breathing had any effect on the emotional regulation,the improvement of learning time allocation strategy and the improvement of academic performance of junior high school students under negative emotional state.The results showed that the mindfulness intervention had a good effect on the recovery of negative emotional state.After the intervention,the students’ learning focus changed from low difficulty material to high difficulty material(P <0.001),and they achieved better recognition test scores than before the intervention.Based on this,the following conclusions are drawn:(1)The phenomenon of trade-off decision-making for learning time allocation does exist among junior high school students;(2)When emotional state is introduced into the difficult-value trade-off situation,junior high school students will weigh the three factors comprehensively,and finally form a new learning time allocation strategy;(3)Mindful breathing is indeed helpful for the recovery of junior high school students’ emotional state and adjustment of learning time allocation strategies.