Effect of cognitive control strategies on young children's attention and emotion during coding learning.

IF 3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

npj Science of Learning Pub Date : 2025-09-29 DOI:10.1038/s41539-025-00360-z

Chanjuan Fu, Xiaoxin Hao, Xinyue Shi, Hanxin Qian, Shanyun He, Fengji Geng

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Abstract

This study investigates the effect of cognitive control strategies on young children's emotional and attentional states during coding learning. We conducted a quasi-experimental study with 46 children aged 5-6 years, dividing them into an experimental group using cognitive control strategies (planning, monitoring, reflecting) and a control group without these strategies. Video recordings from three lessons, representing the early, middle, and late stages of the coding course provided to the two groups, were analyzed to assess attention and emotion every three seconds. High-resolution data analyses indicated that cognitive control strategies helped children maintain attention and remain in a neutral emotional state during learning activities with good ecological validity. Additionally, cognitive control strategies enhanced learning outcomes, which were significantly related to attention measured during learning. These findings suggest that integrating cognitive control strategies in early education can improve attention, emotional regulation, and learning outcomes.

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认知控制策略对幼儿编码学习中注意力和情绪的影响。

本研究探讨认知控制策略对幼儿编码学习过程中情绪和注意状态的影响。我们对46名5-6岁的儿童进行了准实验研究，将他们分为使用认知控制策略（计划、监控、反思）的实验组和不使用这些策略的对照组。对提供给两组的编码课程的前、中、后期三节课的录像进行分析，每三秒评估一次注意力和情绪。高分辨率数据分析表明，认知控制策略有助于儿童在学习活动中保持注意力和中性情绪状态，具有良好的生态效度。此外，认知控制策略提高了学习结果，这与学习过程中测量的注意力显著相关。这些发现表明，在早期教育中整合认知控制策略可以改善注意力、情绪调节和学习成果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

npj Science of Learning Multiple-

CiteScore

5.40

自引率

7.10%

发文量