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Related Concept Videos

Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.
Self-Regulation01:25

Self-Regulation

Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Social Foundations of Self I: Play and Game01:24

Social Foundations of Self I: Play and Game

The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...

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Related Experiment Video

Updated: Jul 14, 2026

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
07:01

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

Dispositional and situational learning goals and children's self-regulation.

Jennifer L Hole1, W Ray Crozier

  • 1Cardiff University, UK.

The British Journal of Educational Psychology
|May 31, 2007
PubMed
Summary

Children with learning goal instructions showed better persistence and engagement on a puzzle task. Dispositional task orientation did not influence these self-regulatory behaviors in this study.

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Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
08:09

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

Area of Science:

  • Child Psychology
  • Educational Psychology
  • Self-Regulation Studies

Background:

  • Limited research exists on the interplay between dispositional and situational group orientations and self-regulation.
  • Understanding these interactions is crucial for developing effective educational and psychological interventions.

Purpose of the Study:

  • To examine how dispositional and situational learning goal orientations impact children's self-efficacy.
  • To assess the influence of these orientations on engagement and persistence in a puzzle task.

Main Methods:

  • 110 children (aged 9-11) completed a learning goal orientation scale.
  • 53 children were experimentally assigned to either learning or performance goal conditions.
  • Self-regulatory behaviors were measured during a difficult puzzle task.

Main Results:

  • Children in the learning goal condition demonstrated increased persistence and on-task behavior.
  • Autonomous help-seeking was more prevalent in the learning goal group.
  • These effects were stronger after an initial, uncompleted task, suggesting resilience.

Conclusions:

  • Situational learning goals significantly enhance children's self-regulation and task engagement.
  • Dispositional orientation did not predict individual differences in self-regulation on this task.
  • Findings align with theories of learned helplessness and self-worth, highlighting the power of goal framing.