Effective Deep Learning Requires a “Balance” between Need for Cognition, Flow Experience, and Positive Academic Emotions

Abstract

Students constitute the primary agents in the educational process, and their individual cognitive differences coupled with emotional experiences significantly influence the efficacy of learning outcomes. This investigation encompassed 550 collegiate and senior secondary school students, aiming to elucidate the interrelationships among the need for cognition, deep learning strategies, flow experience, and positive academic emotions. The findings revealed that: 1) A substantial positive correlation exists between deep learning and the need for cognition; 2) flow experience, characterized by a state of heightened focus and immersion in activities, exerts a considerable mediating effect on the relationship between deep learning and the need for cognition; 3) Positive academic emotions serve as a regulatory mechanism in the nexus between the need for cognition and deep learning.The study observed that an excessively high need for cognition may attenuate the beneficial influence of positive academic emotions on deep learning. Concurrently, positive academic emotions significantly moderate the relationship between flow experience and deep learning. With an elevated level of positive academic emotion, the facilitative impact of flow experience on deep learning is more pronounced. These results imply that optimization of deep learning necessitates a considered "balance" among need for cognition, flow experience, positive academic emotions.