认知重评是一种常用的情绪调节策略，可以促进个体对情绪进行有效的调节，体验到 更多的积极情绪。现有研究发现，执行功能作为一种高级认知能力，可以改善个体情绪调 节的方式，促进个体提高认知重评策略的使用倾向。而学业情绪作为情绪的一类，又会受 认知重评策略的调节。那么，执行功能这种重要的认知能力是否会通过影响认知重评策略 对学业情绪产生影响？能否通过提高执行功能的方式而改善学业情绪？是此次研究所要 探讨的问题。 研究一通过实验对283名小学五年级学生进行考察，探究执行功能、学业情绪及情绪调 节策略的关系，并探讨认知重评策略是否会在小学生执行功能对学业情绪的影响中起中介 作用。结果表明： （1）在抑制能力和消极低唤醒学业情绪上存在性别差异，女生显著高于 男生。 （2）小学生的执行功能、学业情绪和情绪调节三者之间存在相关。其中刷新任务和 转化任务正确率均与积极学业情绪呈显著正相关，与消极学业情绪呈显著负相关；转化任 务正确率和认知重评存在显著正相关；认知重评和积极学业情绪呈显著正相关，和消极学 业情绪呈显著负相关；表达抑制和消极学业情绪呈显著负相关。（3）认知重评策略的使用 倾向在执行功能的转化功能和积极高唤醒、积极低唤醒、消极高唤醒和消极低唤醒学业情 绪之间均起中介作用。 研究二通过电脑训练和活动训练结合的方式对30名小学五年级学生进行执行功能训 练，并设立对照组，探究该训练方式对提高小学生的执行功能是否具有有效性，以及能否 有效改善小学生学业情绪。干预结果表明：（1）本次研究采用的执行功能训练形式，对提 高被试的刷新能力、抑制能力和转化能力具有有效性。（2）本次研究采用的执行功能训练 可以提高学生的积极高唤醒学业情绪，并降低学生的消极学业情绪，对改善学生的学业情 绪具有有效性。

Cognitive reappraisal, a commonly used strategy of emotion regulation, can better promote individuals to regulate their emotions effectively and experience more positive emotions. Existing studies have found that executive function, as a kind of advanced cognitive ability, can improve individual emotion regulation strategies and promote the use tendency of cognitive reappraisal strategies. As a kind of emotion, academic emotion is regulated by cognitive reappraisal strategy. So, does executive function, an important cognitive ability, affect academic mood by influencing cognitive reappraisal strategies? Can academic mood be improved by improving executive function? These are the questions to be discussed in this research. The first study investigated 283 fifth grade primary school students through experiments to explore the relationship between executive function, academic emotion and emotional regulation strategies, and to explore whether cognitive reappraisal strategies can play an intermediary role in the influence of executive function on academic emotion of primary school students. The results showed that: (1) There are gender differences in inhibition function and negative and low arousal academic emotions, and female students are significantly higher than male students. (2)There is a correlation among the executive function, academic emotion and emotional regulation of primary school students. Among them, the accuracy rates of updating task and shifting task were positively correlated with positive academic emotion, and negatively correlated with negative academic emotion. There was a significant positive correlation between the conversion task accuracy and cognitive reappraisal. Cognitive reappraisal was positively correlated with positive academic emotion and negatively correlated with negative academic emotion. There was a significant negative correlation between expression inhibition and negative academic emotion. (3) The use tendency of cognitive reappraisal strategy plays a mediating role between the shifting function of executive function and the positive high-arousal, positive low-arousal, negative high-arousal and negative low-arousal academic emotions. In the second study, 30 fifth grade primary school students were trained in executive function by combining computer training and activity training, and a control group was set up to explore whether the training method is effective in improving the executive function of primary school students and whether it has intervention effect on their academic emotion. The results of intervention show that :(1) The training form of executive function adopted in this study is effective in improving the updating  function, inhibition function and shifting function of the subjects.(2) The executive function training adopted in this study can improve the students' positive and high arousal of academic emotions, and reduce the students' negative academic emotions, which is effective in improving students' academic emotions.