大学生积极情绪上调对认知努力的影响
The Impact of Upregulating Positive Emotion on Cognitive Effort in College Students
摘要: 目的：探讨积极情绪上调是否以及如何影响个体的认知努力程度。方法：采用单因素被试内实验设计，以60名健康在校大学生为被试，通过积极情绪上调任务与两种控制条件诱发不同情绪状态，结合数学努力任务(MET)测量认知努力程度。结果：积极情绪上调操作有效，上调积极条件下被试情绪效价显著高于观看积极与观看中性条件；认知努力程度在三种条件间存在显著差异，上调积极条件下被试选择的任务难度显著高于观看积极与观看中性条件，且无过度积极情绪阻碍认知努力的情况。结论：研究结果支持“拓展–构建理论”，表明积极情绪上调可通过提升情绪效价增强个体认知努力投入。
Abstract: Objective: This study aimed to investigate whether and how the upregulation of positive emotion influences an individual’s level of cognitive effort. Methods: A single-factor within-subject design was employed, involving 60 healthy college students. Different emotional states were induced through a positive emotion upregulation task and two control conditions. Cognitive effort was measured using the Math Effort Task (MET). Results: The positive emotion upregulation manipulation was effective, with emotional valence being significantly higher in the upregulation condition compared to both the positive-viewing and neutral-viewing conditions. A significant difference in cognitive effort was observed across the three conditions. Participants selected task difficulty levels that were significantly higher in the upregulation condition than in the positive-viewing and neutral-viewing conditions. No evidence indicated that excessive positive emotion hindered cognitive effort. Conclusion: The findings support the Broaden-and-Build Theory, suggesting that upregulating positive emotion can enhance cognitive effort investment by improving emotional valence.
文章引用：孙莹 (2025). 大学生积极情绪上调对认知努力的影响. 心理学进展, 15(11), 260-267. https://doi.org/10.12677/ap.2025.1511601

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