Dispositional and situational learning goals and children's self‐regulation

Abstract

Little research has examined interactions between self-reported dispositional and experimentally manipulated situational group orientations in their effect on self-regulation. The aim of the study was to investigate the effect of dispositional and situational learning goal orientation on children's self-efficacy and engagement and persistence at a puzzle task. A self-report learning goal orientation scale was completed by 110 children, aged 9-11 years. Fifty-three children (24 girls) selected to be high and low on the scale participated in the experiment. Half of the children were given instructions designed to evoke learning goals, while the remainder received performance goal instructions. Children attempted a difficult puzzle task on two occasions, when measures were made of self-regulatory behaviours. Children assigned to the learning goal instruction were more likely to persist at the task until the end of the allotted time, displayed more on-task behaviour and engaged in more autonomous help-seeking. These effects were more pronounced following the first task, which all children had been unable to complete. Dispositional task orientation did not predict individual differences on these measures. The findings are interpreted in terms of learned helplessness and self-worth theory.