Evidence map›Paper›PMID 41022822›Full record

ArticleNPJ science of learning2025

Effect of cognitive control strategies on young children's attention and emotion during coding learning.

Chanjuan Fu, Xiaoxin Hao, Xinyue Shi, Hanxin Qian, Shanyun He, Fengji Geng

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in NPJ science of learning, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Chanjuan FuDepartment of Curriculum and Learning Sciences, Zhejiang University, 866 Yuhangtang Road, Zijingang Campus, 310058, Hangzhou, China.
Xiaoxin HaoDepartment of Psychology and Behavioral Sciences, Zhejiang University, 866 Yuhangtang Road, Zijingang Campus, 310058, Hangzhou, China.
Xinyue ShiDepartment of Curriculum and Learning Sciences, Zhejiang University, 866 Yuhangtang Road, Zijingang Campus, 310058, Hangzhou, China.
Hanxin QianCollege of Education, Renmin University of China, No. 59, Zhongguancun Street, Haidian Dist., 100872, Beijing, China.
Shanyun HeDepartment of Curriculum and Learning Sciences, Zhejiang University, 866 Yuhangtang Road, Zijingang Campus, 310058, Hangzhou, China. heshanyun@zju.edu.cn.
Fengji GengDepartment of Curriculum and Learning Sciences, Zhejiang University, 866 Yuhangtang Road, Zijingang Campus, 310058, Hangzhou, China. gengf@zju.edu.cn.

Funding

National Natural Science Foundation of China 62077042the MOE (Ministry of Education in China) Project of Humanities and Social Sciences 20YJA190002
6 · The paper itself

Abstract

This study investigates the effect of cognitive control strategies on young children's emotional and attentional states during coding learning. We conducted a quasi-experimental study with 46 children aged 5-6 years, dividing them into an experimental group using cognitive control strategies (planning, monitoring, reflecting) and a control group without these strategies. Video recordings from three lessons, representing the early, middle, and late stages of the coding course provided to the two groups, were analyzed to assess attention and emotion every three seconds. High-resolution data analyses indicated that cognitive control strategies helped children maintain attention and remain in a neutral emotional state during learning activities with good ecological validity. Additionally, cognitive control strategies enhanced learning outcomes, which were significantly related to attention measured during learning. These findings suggest that integrating cognitive control strategies in early education can improve attention, emotional regulation, and learning outcomes.

Identifiers

PMID41022822
PMCPMC12480013

What OpenQuestion holds

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LicenceCC BY-NC-ND
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.