NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138737
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0266-7363
Counterfactual Thinking and Educational Psychology
Hill, Joanna
Educational Psychology in Practice, v33 n2 p206-223 2017
Counterfactual thinking refers to imaginative thoughts about what might have been ("if only" or "what if") which are intrinsically linked to self-conscious emotions (regret and guilt) and social judgements (blame). Research in adults suggests that the focus of these thoughts is influenced by order (temporal and causal). Little research has involved children regarding the impact of such thinking on their well-being and learning. This study tests the hypothesis that children will demonstrate order effects. One hundred and twenty-one children answered questions about school-based scenarios and a series of interviews was carried out with pupils and teachers. Order effects were observed but there was some variety in the responses to the questions involving self-conscious emotions and social judgements. Thematic analysis of the interview data indicated that children thought of order but also created their own individual stories, whereas teachers had negative perceptions of how pupils thought about events. Implications for educational psychology practice are considered.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom