BMC Psychol. 2026 Apr 14. doi: 10.1186/s40359-026-04510-9. Online ahead of print.
ABSTRACT
BACKGROUND: Willpower and self-regulation are central developmental capacities associated with children’s academic success, psychosocial adjustment, and long-term well-being. Although these constructs have been widely studied in preschoolers and adults, limited research has explored how school-aged children themselves perceive and experience willpower in their everyday lives. This study aimed to explore school-aged children’s lived experiences of willpower and self-regulation, focusing on their emotional processes, strategies, role models, and metaphorical meanings.
METHODS: A qualitative phenomenological design was employed. The study was conducted with 21 children aged 6-12 years attending a public primary and secondary school in the Anatolia region of Türkiye. Participants were selected using purposeful criterion sampling. Data were collected between September and October 2025 through three focus group interviews using a semi-structured interview guide. Interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi’s seven-step phenomenological analysis method. Sociodemographic data were analyzed using descriptive statistics. Trustworthiness was ensured following Lincoln and Guba’s criteria.
RESULTS: Four main themes emerged: (1) Being caught between desire and responsibility, (2) Persisting despite difficulty and associated emotions, (3) Perceptions of strong willpower and role models, and (4) Self-regulation strategies. Children described willpower as navigating internal conflicts between immediate desires (e.g., play, screen time) and responsibilities (e.g., studying, helping at home). Emotional experiences were central; persistence was initially accompanied by hesitation or discomfort but ultimately reinforced by pride and satisfaction. Children identified parents and teachers as key role models, emphasizing patience, planning, and consistency as indicators of strong willpower. They reported diverse self-regulation strategies, including planning, time management, goal setting, cognitive redirection, pairing tasks with enjoyable activities, and breaking tasks into smaller parts. Metaphorically, willpower was described as a “shield” or a “robot,” symbolizing protection, strength, and control.
CONCLUSIONS: School-aged children experience willpower and self-regulation as dynamic, emotionally charged, and socially shaped processes enacted through context-sensitive strategies. Understanding children’s subjective meanings may inform educational and pediatric nursing practices aimed at fostering flexible and developmentally appropriate self-regulatory capacities.
PMID:41981682 | DOI:10.1186/s40359-026-04510-9
