学习倦怠大学生的工作记忆与情绪特征研究OA

To investigate the working memory performance and emotional abnormalities of college students with learning burnout,and to further explore the impact of learning-related content on their working memory,participants were divided into a high learning burnout group(37 subjects)and a low learning burnout group(36 subjects)using the College Students Learning Burnout Questionnaire.Both groups completed the Positive Affect and Negative Affect Schedule(PANAS),Beck Depression Inventory(BDI),State-Trait Anxiety Inventory(STAI),and an N-back task containing two types of picture stimuli(learning-related and learning-unrelated).First,the high learning burnout group had significantly higher scores of negative affect,depression,and anxiety,and significantly lower scores of positive affect than the low learning burnout group.Second,the reaction time of the high learning burnout group in the N-back task was significantly shorter than that of the low learning burnout group.Third,the discriminability of the high learning burnout group for learning-related pictures was significantly higher than that for learning-unrelated pictures.These findings indicate that college students with high learning burnout exhibit working memory deficits and emotional abnormalities.