Do micro-breaks between study sessions enhance Chinese university students' learning concentration?

Haiming Zhou, Laitan Fang, Xinping Song, Wanjuan Yin, Jianli Kang, Yuanyuan Huang, Jie Huang

Abstract read

In one paragraph

Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing 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

1 citing paper in PubMed.

When to Take a Break: Comparing Effects of Systematic Short (Pomodoro) and Self-Regulated Breaks on Subjective Experience and Actual Learning.Behavioral sciences (Basel, Switzerland) · 2026
Article

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

7 authors.

Haiming Zhou *Public Course Teaching Department, Shandong University of Science and Technology, Qingdao, China.

Laitan Fang *Founder Technology College, Peking University, Beijing, China.

Xinping SongCapital United Think Tank Federation, Beijing, China.

Wanjuan Yin *School of Basic Medical Sciences, Hangzhou Normal University, Hangzhou, China.

Jianli KangSchool of Film and Television, Communication University of Tianjin, Tianjin, China.

Yuanyuan HuangXiangan Special School, Xiamen, China.

Jie HuangCollege of Physical Education, Quanzhou Normal University, Quanzhou, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Amidst technological advancements in artificial intelligence, rapid economic growth, and intense social transformation, college students are facing unprecedented challenges to their learning concentration. In the field of education, confronted with an era of scarce concentration resources, based on affective events theory and the effort-recovery model, this paper seeks to probe into the positive effects of MBSS on learning concentration, investigate the underlying mechanisms and pathways through which these positive effects occur, and explore factors that may enhance such beneficial outcomes. Using cluster random sampling, a questionnaire survey was conducted among 578 college students from three universities in Shandong province. The results indicate a significant positive correlation between MBSS and learning concentration (

Indexed as

affective events theorychain mediating modeleffort-recovery modellearning concentrationmicro-breaks between study sessionspositive emotionsstudy detachment

Identifiers

PMID41743433

DOI10.3389/fpsyg.2026.1714389

PMCPMC12930465

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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.