Application and Research of Anchoring Effect Based on the True Cognition of Reality in the Educational Field: Optimizing Pathways and Education for Adolescent Cognitive Structure

Taking the anchoring effect proposed by Nobel laureate in Economics Daniel Kahneman as the research entry point, this paper starts with the classic random roulette experiment and clearly expounds the anchoring effect as a cognitive mechanism of human bounded rationality: individuals unconsciously form a cognitive set influenced by initial information (anchors) during decision-making and judgment, with subsequent adjustments often insufficient and unable to break away from the anchor domain, thereby generating systematic cognitive biases. Such artificially introduced uncertain information anchors interfere with individuals’ cognition and decision-making. Are the consequences benign or malignant? Universal or boundary-constrained? The introduction of information anchors is typically prevalent in contemporary education. Therefore, this paper extends this core theory of behavioral economics to the field of education, proposing that education is a natural anchor experiment field. Students are in a critical period of cognitive construction, and various explicit and implicit anchors run through their entire process of learning, evaluation and self-identity, profoundly shaping individual cognitive patterns, thinking development and long-term growth trajectories. Based on the Dual Truth Model derived from the principle of True Cognition of Reality (TCoR), this paper systematically analyzes the mechanism, manifestations and profound impacts of the anchoring effect in educational scenarios from the dual dimensions of cognitive authenticity and practical objectivity. It clearly defines the theoretical boundary between malignant anchoring and benign anchoring, identifies the constraints of singular malignant anchors such as score ranking and labeling evaluation on students’diversified cognitive development, and clarifies the positive enabling logic of diversified benign anchors including moral development, progressive challenge in process and purpose-directed lifelong learning. This paper supplements and revises the application boundaries of the traditional anchoring effect theory based on the Dual Truth Model in TCoR, breaking through the limitation that the original theory only focuses on the description of decision biases, and endows it with normative application connotations in educational contexts. From the perspective of high-quality development of national education, it explores the construction path of a scientific and standardized anchor system, returning to the essential goal of education. It provides theoretical support and practical direction (the Educational Anchoring Methodology) for the interdisciplinary application of behavioral economics and educational cognitive science and the implementation of long-term educational planning, facilitating students’ comprehensive, healthy and sustainable development.