Hide
Show all
Email this article Mental Flexibility, Planning Ability and Perception of Locus of Control in Situations of Successes and Failures among Preschool Children
Abstract
The aim of the research was the analysis of the connections between cognitive flexibility, planning ability and locus of control in the situations of successes and failures in the group of preschool children. 97 examinees participated in the research (Mmonths = 59) attending to kindergartens in Lublin. The following methods were used in the study: The Scale of Locus of Control for Preschool Children by Barbara Szmigielska (1996), Tower of London TOL DX, second edition (Culbertson, Zillmer, 2011) and an experimental trial examining mental flexibility based on the Dimensional Change Card Sort (DCCS) by Philip D. Zelazo (2006) and the Wisconsin Card Sorting Test, in the Polish adaptation of Aleksandra Jaworowska (2002). It was assumed that the high efficiency of cognitive flexibility and planning abilities should coexist with more internal than external locus of control. Children who plan better and are able to change their attitude fluently during their work have more effective actions. This, in turn, should favor a higher internalization of successes, and in the case of failures, it should lead to the development of more adaptive strategies aimed at modifying one’s own actions to avoid failures in future. The hypothesis has been confirmed. Additional analyzes carried out with reference to gender revealed, that girls and boys didn’t differ in terms of the analyzed variables.
Keywords
Full Text:
PDF (Język Polski)References
Anderson P. (2002), Assessment and development of executive function (EF) during childhood, “Child Neuropsychology”, Vol. 8(2), DOI: https://doi.org/10.1076/chin.8.2.71.8724.
Anderson V.A., Anderson P., Northam E., Jacobs R., Catroppa C. (2001), Development of executive functions through late childhood and adolescence in an Australian sample, “Developmental Neuropsychology”, Vol. 20(1), DOI: https://doi.org/10.1207/S15326942DN2001_5.
Barani K. (2006), Poczucie umiejscowienia kontroli a styl adaptacji w pierwszej klasie gimnazjum, „Psychologia Rozwojowa”, nr 11(3).
Bialystok E. (1999), Cognitive Complexity and Attentional Control in the Bilingual Mind, “Child Development”, Vol. 70(3), DOI: https://doi.org/10.1111/1467-8624.00046.
Brabander B. de, Declerck C.H. (2004), A possible role of central dopamine metabolism associated with individual differences in locus of control, “Personality and Individual Differences”, Vol. 37(4), DOI: https://doi.org/10.1016/j.paid.2003.11.001.
Burton C.B., Krantz M. (1990), Predicting adjustment in middle childhood from early peer status, “Early Child Development and Care”, Vol. 60(1), DOI: https://doi.org/10.1080/0300443900600108.
Clifford M.M. (1976), A revised measure of locus of control, “Child Study Journal”, Vol. 6(2).
Culbertson W.C., Zillmer E.A. (2011), Tower of London. Drexel University: 2nd Edition (TOL DX). Technical Manual, Canada: Multi-Health Systems.
Diamond A. (1996), Evidence for the importance of dopamine for prefrontal cortex functions early in life, “Philosophical Transactions of the Royal Society of London. Seria B: Biological Sciences”, Vol. 351(1346), DOI: https://doi.org/10.1098/rstb.1996.0134.
Duncan G.J., Yeung W.J., Brooks-Gunn J., Smith J.R. (1998), How much does childhood poverty affect the life chances of children?, “American Sociological Review”, Vol. 63(3), DOI: https://doi.org/10.2307/2657556.
Farnicka M., Liberska H. (2015), Uwarunkowania poczucia dobrostanu psychicznego u dzieci w wieku szkolnym, „Problemy Wczesnej Edukacji”, nr 4(31).
Farnicka M., Liberska H., Nurmi J.E. (2016), Predyktory (podmiotowe i sytuacyjne) efektywnej adaptacji szkolnej – ujęcie rozwojowe, „Psychologia Rozwojowa”, nr 21(1).
Hongwanishkul D., Happaney K.R., Lee W.S.C., Zelazo P.D. (2005), Assessment of hot and cool executive function in young children: Age-related changes and individual differences, “Developmental Neuropsychology”, Vol. 28(2), DOI: https://doi.org/10.1207/s15326942dn2802_4.
Jaworowska A. (2002), Test Sortowania Kart z Wisconsin, Warszawa: Pracownia Testów Psychologicznych.
Kulas H. (1998), Rozwój poczucia kontroli u dzieci w wieku szkolnym, „Psychologia Wychowawcza”, nr 3.
Luciana M., Collins P.F., Olson E.A., Schissel A.M. (2009), Tower of London performance in healthy adolescents: The development of planning skills and associations with self-reported inattention and impulsivity, “Developmental Neuropsychology”, Vol. 34(4), DOI: https://doi.org/10.1080/87565640902964540.
Maine J.D., Rowe M.B. (1993), The relation of locus of control orientation and task structure to problem-solving performance of 6th grade student pairs, “Journal of Research in Science Teaching”, Vol. 30.
Malloy-Diniz L.F., Cardoso-Martins C., Pacheco Nassif E., Levy A.M., Leite W.B., Fuentes D. (2008), Planning abilities of children aged 4 years and 9 months to 8½ years. Effects of age, fluid intelligence and school type in the Tower of London test, “Dementia & Neuropsychology”, Vol. 2(1).
Matute E., Chamorro Y., Inozemtseva O., Barrios O., Rosselli M., Ardila A. (2008), Efeto de la edadenunatarea de planificaciόn y organizaciόn (‘Pirámide de México’) en escolares, “Revista de Neurologia”, Vol. 47.
Miyake A., Friedman N.P., Emerson M.J., Witzki A.H., Howerter A., Wagner T.D. (2000), The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variables analysis, “Cognitive Psychology”, Vol. 41(1), DOI: https://doi.org/10.1006/cogp.1999.0734.
Mollborn S., Lawrence E., James-Hawkins L., Fomby P. (2014), When do socioeconomic resources matter most in early childhood?, “Advances in Life Course Research”, Vol. 20, DOI: https://doi.org/10.1016/j.alcr.2014.03.001.
Putko A. (2008), Dziecięca teoria umysłu w fazie jawnej i utajonej a funkcje wykonawcze, Poznań: Wydawnictwo Naukowe im. Adama Mickiewicza.
Rotter J. (1966), Generalized expectancies for internal versus external control of reinforcement, “Psychological Monograph”, Vol. 80(1), DOI: https://doi.org/10.1037/h0092976.
Stephens M.W., Delys P.A. (1973), A locus of control measure for preschool children, “Developmental Psychology”, Vol. 9(1), DOI: https://doi.org/10.1037/h0035079.
Szmigielska B. (1981), Spostrzeganie związku pomiędzy własnym działaniem a jego następstwami przez dzieci w wieku szkolnym, „Psychologia Wychowawcza”, nr 4.
Szmigielska B. (1994), Poczucie kontroli wzmocnień u dzieci w wieku przedszkolnym, „Kwartalnik Polskiej Psychologii Rozwojowej”, nr 2(1).
Szmigielska B. (1996), Skala Poczucia Kontroli u Dzieci Przedszkolnych – SPK-DP, Warszawa: Pracownia Testów Psychologicznych Polskiego Towarzystwa Psychologicznego.
Yamamoto N., Imai-Matsumura K. (2017), Gender differences in executive function and behavioural self-regulation in 5 years old kindergarteners from East Japan, “Early Child Development and Care”, DOI: https://doi.org/10.1080/03004430.2017.1299148.
Zelazo P.D. (2006), The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children, “Nature Protocol”, Vol. 1(1).
Zelazo P.D., Carter A., Reznick J.S., Frye D. (1997), Early development of executive function: A problem-solving framework, “Review of General Psychology”, Vol. 1(2), DOI: https://doi.org/10.1037/1089-2680.1.2.198.
Zelazo P.D., Frye D., Rapus T. (1996), An age-related dissociation between knowing rules and using them, “Cognitive Development”, Vol. 11(1), DOI: https://doi.org/10.1016/S0885-2014(96)90027-1.
Zelazo P.D., Jacques S., Burack J.A., Frye D. (2002), The relation between theory of mind and rule use: Evidence from persons with autism-spectrum disorders, “Infant and Child Development”, Vol. 11(2).
Zook N.A., Davalos D.B., Delosh E.L., Davis H.P. (2004), Working memory, inhibition, and fluid intelligence as predictors of performance on Tower of Hanoi and London task, “Brain & Cognition”, Vol. 56(3), DOI: https://doi.org/10.1016/j.bandc.2004.07.003.
DOI: http://dx.doi.org/10.17951/j.2018.31.3.23-37
Date of publication: 2019-02-26 17:52:10
Date of submission: 2018-06-10 16:07:29
Statistics
Indicators
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Sara Filipiak
This work is licensed under a Creative Commons Attribution 4.0 International License.