Evidence suggests that learning sentiments are inextricably related to cognitive processing, and the exploration of the relationship remains to be an important research topic. This study collected discourse data from 40 college students in online collaborative learning activities. Epistemic network analysis (ENA) was employed to explore the connection between learning sentiments and cognitive processing and compare the ENA network characteristics of the higher- and lower-engagement groups. The results indicated that there was a joint connection between understand-analyze-neutral, and insightful sentiments had more association with neutral sentiments and understanding. Besides, distinctions existed between higher- and lower-engagement groups with respect to the association between learning sentiments and cognitive processing. The higher-engagement group had stronger associations around positive and confused sentiments, while the lower-engagement group had stronger associations around off-topic discussion. The findings of this research may serve as a reference for designing and implementing collaborative learning activities to increase cognitive levels.

有证据表明，学习情绪与认知加工有着千丝万缕的联系，探索这种关系仍然是一个重要的研究课题。本研究收集了 40 名大学生在线协作学习活动中的话语数据。认知网络分析 (ENA) 用于探索学习情绪和认知处理之间的联系，并比较高参与度和低参与度群体的 ENA 网络特征。结果表明，理解-分析-中立之间存在共同联系，而有洞察力的情绪与中性情绪和理解之间的关联更大。此外，在学习情绪与认知加工之间的关联方面，参与度较高的群体和参与度较低的群体之间存在差异。参与度较高的群体对积极和困惑的情绪有更强的关联，而参与度较低的群体对离题讨论有更强的关联。本研究结果可作为设计和实施协作学习活动以提高认知水平的参考。