Research On The Validity Of Implicit And Explicit Test Of Learning-weary Students’ Learning Attitude

The issue of student aversion to learning is a concern of all sectors of society,and it is common in different academic stages.At present,there is relatively little research on measuring the learning attitude of students who are tired of learning,and most of them use self-report scales to measure their explicit learning attitude,with less attention paid to implicit learning attitude.This study focuses on the relationship between implicit and explicit attitudes towards learning among students who are tired of learning,and explores effective measurement methods for evaluating their learning attitudes;At the same time,explore the effectiveness of the above measurement methods before and after the intervention on the learning attitude of students who are disgusted with learning,and provide scientific reference for the objective evaluation of students’ disgust with learning.This study consists of three parts:Study 1 examined the effectiveness of implicit and explicit tests on learning attitudes among college students with academic burnout.Using the Implicit Association Test(IAT)to measure implicit learning attitude,using 2(groups: high burnout group,low burnout group)× 3(Effect type: incompatible,compatible,D-value)Two factor repeated measurement analysis of variance showed that the reaction time under compatible conditions was significantly higher than that under incompatible conditions.Using the evaluation of emotional valence and preference as explicit experimental tasks,using 2(groups: high burnout group,low burnout group)× The two factor repeated measurement analysis of variance(vocabulary type:learning related neutral words,learning unrelated neutral words,learning unrelated positive words,learning unrelated negative words)found that in terms of preference,the high burnout group had a significantly lower preference score for learning related neutral words than the low burnout group,and the high burnout group also had a significantly lower preference score for learning unrelated neutral words than the low burnout group.The measurement results of the scale show that on the College Student Academic Burnout Scale,the high burnout group has significantly higher scores in the three sub dimensions of emotional depression,academic alienation,and low sense of achievement than the low burnout group;On the scale of positive and negative emotions,the high burnout group scored significantly lower in positive emotions than the low burnout group;In the State Trait Anxiety Scale,the scores of the high burnout group were significantly higher than those of the low burnout group,and all participants had significantly higher scores in trait anxiety than in state anxiety.Study 2 examined the effectiveness of implicit and explicit measurements of learning attitudes among middle school students who refuse to attend school(SRB).Using the same research paradigm as Study 1,we used 2(groups: SRB group,CTL group)for the implicit test results × Three(effect types: incompatible,compatible,D-value)repeated measures of variance analysis showed that the reaction time under compatible conditions was significantly higher than that under incompatible conditions.The results of the explicit experimental task showed that in terms of emotional valence,the SRB group had significantly lower emotional valence scores for learning related neutral words and learning unrelated neutral words than the CTL group,while there was no significant difference in emotional valence scores between the two groups for learning unrelated positive words and learning unrelated negative words;In terms of preference,the SRB group had significantly lower preference scores for learning unrelated positive words,learning related neutral words,and learning unrelated neutral words than the CTL group,while there was no significant difference in preference scores for learning unrelated negative words.The SRB group scored significantly higher than the CTL group in the three dimensions of emotional distress,academic alienation,and low sense of achievement;In the scale of positive and negative emotions,the SRB group scored significantly lower than the CTL group in both positive and negative emotions;In the State Trait Anxiety Scale,the scores of the SRB group were significantly lower than those of the CTL group.Study 3 used two different intervention methods(focused on short-term treatment of SFBT,and other intervention methods compared to AC)to intervene in middle school students who refused to attend school,and measured their implicit and explicit learning attitudes before and after the intervention.Using 2(SFBT group,AC group)× 4(T1,T2,T3,T4)mixed experimental design was used to analyze the trend of changes in implicit and explicit test indicators.It was found that both implicit and explicit test indicators showed a decreasing trend.Among them,in implicit association testing,the difference between the SFBT group and the AC group was mainly due to a more significant downward trend in the SFBT group under compatible(negative)conditions.Based on three research findings,it was found that:(1)implicit association testing can effectively evaluate students’ learning attitudes,but cannot be used to effectively distinguish the learning attitudes of students who are tired of learning from those who are not tired of learning;Explicit testing can distinguish the learning attitudes of students who are tired of learning from those who are not tired of learning;(2)There is a separation effect between the implicit and explicit attitudes of students who dislike learning towards learning;(3)Implicit and explicit tests can effectively evaluate the changes in learning attitudes of students who refuse to attend school after intervention,and the attitude of students who refuse to attend school towards learning can be improved after intervention.The results of this study provide a scientific reference for objectively and effectively evaluating students’ attitudes towards learning aversion,and have certain enlightening significance for intervening and improving the problem of learning aversion,and promoting their physical and mental health development.