Abstract
Despite its ubiquity in adulthood, young children rarely practice skills they need for future success. Even when they begin to do so around 6 years of age, they often struggle to sustain their efforts beyond a matter of a few minutes. The current study investigated whether prompting children to engage with feelings associated with future success motivates them to practice. We presented 6- to 9-year-olds with skill-based games that they would be tested on later. They were asked to imagine succeeding in the test and to focus on what they will be thinking (Neutral Condition) or feeling (Emotion Condition) then. Children were given the opportunity to practice. The 8- and 9-year-olds in the Emotion Condition practiced longer than those in the Neutral Condition. The beneficial effect of envisioning future feelings, however, may be contingent on prompting children to think about the future success as a possible – but not definitive – outcome.
Published Version
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