Emotional Certainty can affect people’s way of information process. To be more specific, the certainly emotions lead to heuristic processing, and uncertainty emotions arouse analytic processing. The judgment of learning (JOL) is a hot research object in the field of meta-memory. The previous studies have found that the JOL is influenced by people’s way of information process. Then how the different emotional certainty affect JOLs? We conducted two experiments to explore this question. Experiment a and experiment b checked for the specific emotions’ effect on single-round JOL.In Experiment a, 50 participants were randomly assigned to one of two conditions in a 2 anger (negative, high certainty) vs. fear (negative, low certainty) between-subjects factorial design. Participants watched a video to induce one type of emotion before finishing the judgment of learning. Participants were required to give their judgment of learning immediately after finishing studying one pair of words. And after they learned and gave JOLs to all the words, they will take a test. In Experiment b, 50 participants were randomly assigned to one of two conditions in a 2 happy (positive, high certainty) vs. Surprise (positive, low certainty) between-subjects factorial design. Participants watched a video to induce one type of emotion before finishing the JOL; Participants were required to give their judgment of learning immediately after finishing studying one pair of words. And after they learned and gave JOLs to all the words, they will take a test. The results of Experiment a showed that the angry group’s learning time was significantly shorter than the fear group’s learning time, and the angry group’s JOLs were significantly higher than that of the fear group; The results of Experiment b showed that within the single-round JOL, the learning time of the happy group was significantly shorter than the surprise group and the happy group’s JOLs were higher than that of the surprise group, but, without reaching a significant level. According to the CM model, it is believed that learners tend to realize various clues while they’re learning, of which time is a very important one. According to the time clue, the individual will monitor the degree of the task difficulty and thus form the basic cognition of the task in mind. CM model can be used to explain the phenomena of experiment a and experiment b, that is, if the Participants,who had spent more (or less)time learning some pairs of words, would more likely to consider the project as a more (or less) difficult one consciously or unconsciously , and thus when they were doing confidence assessment, they tended to behave more(or less) confidently, that is, JOLs is higher(or lower). Dual processing theory can explain the above results, and it can further explain the significance of emotional effects on learning of judgment.