Abstract：
BACKGROUND: Individual differences in commitment to lifelong learning, a process aimed at seizing opportunities for self-development, have not been extensively studied.
OBJECTIVE: Our aim is to provide a comprehensive understanding of the decision-making mechanisms involved in pursuing learning for self-development.
METHODS: We conducted a literature review on the taxing nature of cognitive exertion and its impact on the inclination to engage in cognitively demanding tasks for learning, as well as individual differences in sensitivity to aversive or rewarding outcomes inherent in the learning process.
RESULTS: Our findings indicate that the Expected Value of Control (EVC) theory can elucidate the former, while research on approach-avoidance motivation can shed light on the latter.
CONCLUSIONS: We propose and develop an integrated framework that incorporates both lines of research. This framework holds relevance for neuropsychology, experimental psychology, and education psychology, offering theoretical guidance for tailoring learning experiences to enhance engagement and commitment to self-development.
OBJECTIVE: Our aim is to provide a comprehensive understanding of the decision-making mechanisms involved in pursuing learning for self-development.
METHODS: We conducted a literature review on the taxing nature of cognitive exertion and its impact on the inclination to engage in cognitively demanding tasks for learning, as well as individual differences in sensitivity to aversive or rewarding outcomes inherent in the learning process.
RESULTS: Our findings indicate that the Expected Value of Control (EVC) theory can elucidate the former, while research on approach-avoidance motivation can shed light on the latter.
CONCLUSIONS: We propose and develop an integrated framework that incorporates both lines of research. This framework holds relevance for neuropsychology, experimental psychology, and education psychology, offering theoretical guidance for tailoring learning experiences to enhance engagement and commitment to self-development.
摘要：
背景：终身学习承诺的个体差异，一个旨在抓住自我发展机会的过程，没有被广泛研究。
目的：我们的目标是全面了解学习促进自我发展所涉及的决策机制。
方法：我们对认知劳累的征税性质及其对从事认知要求苛刻的学习任务的倾向的影响进行了文献综述，以及对学习过程中固有的厌恶或有益结果的敏感性的个体差异。
结果：我们的发现表明，预期控制值（EVC）理论可以阐明前者，而对回避动机的研究可以揭示后者。
结论：我们提出并开发了一个综合框架，该框架包含了两个研究领域。这个框架与神经心理学有关，实验心理学,和教育心理学，为定制学习经验提供理论指导，以增强参与度和对自我发展的承诺。
目的：我们的目标是全面了解学习促进自我发展所涉及的决策机制。
方法：我们对认知劳累的征税性质及其对从事认知要求苛刻的学习任务的倾向的影响进行了文献综述，以及对学习过程中固有的厌恶或有益结果的敏感性的个体差异。
结果：我们的发现表明，预期控制值（EVC）理论可以阐明前者，而对回避动机的研究可以揭示后者。
结论：我们提出并开发了一个综合框架，该框架包含了两个研究领域。这个框架与神经心理学有关，实验心理学,和教育心理学，为定制学习经验提供理论指导，以增强参与度和对自我发展的承诺。
