A Literature Review on the Relationship between Sleep Quality, Mind Wandering, and Academic Emotions among Junior High School Students

Wu Jinyi

Vanke Meisha Academy

Abstract：

With the increasing intensity of academic competition, junior high school students commonly face problems such as insufficient sleep, frequent mind wandering in class, and negative academic emotions. These factors may have significant impacts on students’ learning conditions and psychological well-being. Based on this background, this study conducts a literature review focusing on the relationships among sleep quality, mind wandering, and academic emotions, with the aim of exploring the possible mechanisms through which sleep quality influences academic emotions. Relevant literature was collected through the CNKI and Google Scholar databases, and studies published within the past ten years were systematically reviewed and analyzed. Existing research suggests that sleep quality, as an important physiological foundation, affects individuals’ cognitive resources and executive control abilities. When cognitive resources are reduced, the frequency of mind wandering may increase. Frequent mind wandering not only lowers learning efficiency but may also trigger negative academic emotions such as anxiety, shame, and frustration. At the same time, insufficient sleep can weaken individuals’ emotion regulation ability, making it more difficult for them to maintain stable emotional states. Therefore, sleep quality may indirectly influence academic emotions through two pathways: cognitive control and emotional regulation. Based on Cognitive Resource Theory and Emotion Regulation Theory, this study proposes a pathway model of sleep quality → mind wandering → academic emotions. This study further suggests that in educational practice, greater attention should be paid to students’ sleep health and emotional management. Schools may help students reduce mind wandering and alleviate negative academic emotions by providing sleep health education, time management guidance, and classroom attention training, thereby promoting students’ psychological well-being and healthy development.

Key Words：

sleep quality; mind wandering; academic emotions; junior high school students