Incremental motivational frameworks in 2nd–3rd grade predict 4th grade math and reading comprehension but not reading decoding¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Incremental motivational frameworks predicted 4th grade math achievement (r(48) = .49, p < .001) and reading comprehension (r(48) = .32, p = .02), but not reading decoding (r(48) = .19, p = .19). → Gunderson 2018 q3 i? The framework–math correlation significantly exceeded the framework–decoding correlation (t = 2.20, p = .03), supporting divergent validity. → Gunderson 2018

Evidence¶

Gunderson 2018¶

Gunderson, E. A., Sorhagen, N. S., Gripshover, S. J., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2018). Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets. Developmental Psychology. https://doi.org/10.1037/dev0000444

q3 · i? · associational · r2

Zero-order correlations in the longitudinal sample (n = 53 with missing data handled by FIML). Frameworks predicted "4th grade achievement in math" and reading comprehension but not decoding; the math–decoding correlation difference was significant (t = 2.20, p = .03).

"incremental motivational frameworks in 2nd or 3rd grade predicted children's 4th grade achievement in math, r(48) = .49, p < .001, and reading comprehension, r(48) = .32, p = .02, but not reading decoding, r(48) = .19, p = .19"

Discussion¶

Related Claims¶

• Process praise to toddlers predicts fourth grade math and reading comprehension achievement via children's incremental motivational frameworks — related
• The indirect praise-to-achievement path is driven by trait beliefs, not learning goals — related
• Process praise effects persist after controlling for overall parent talk and SES, suggesting they are not proxies for general engagement — related