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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
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.
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.
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