In kindergarteners, trait beliefs and goal orientations form two separate but related factors rather than a coherent growth/fixed mindset¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Exploratory factor analysis yielded a two-factor solution with trait beliefs and goal orientations correlating at .23. → Compagnoni 2019 q3 i? A two-dimensional confirmatory factor model fit significantly better than a unidimensional model. → Compagnoni 2019 (2)

Evidence¶

Compagnoni 2019¶

Compagnoni, M., Karlen, Y., & Maag Merki, K. (2019). Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten. Metacognition and Learning, 14, 291–314. https://doi.org/10.1007/s11409-019-09190-y

q3 · i? · associational · r2

Exploratory factor analysis of the newly developed mindset scale administered to 147 kindergarteners yielded a 2-factor solution explaining "54.32% EV", with the two factors correlating at .23 (p = .005).

"EF A (Table3) with oblimin rotation yielded a 2-factor solution (54.32% EV), with acceptable item loadings from .59 to .87."

Compagnoni 2019 (2)¶

Compagnoni, M., Karlen, Y., & Maag Merki, K. (2019). Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten. Metacognition and Learning, 14, 291–314. https://doi.org/10.1007/s11409-019-09190-y

q3 · i? · associational · r2

Confirmatory factor analysis comparing a two-factor model against a unidimensional composite model; the Satorra-Bentler scaled χ2 difference test showed the two-dimensional model fit significantly better (Δχ2(1) = 11.86, p < .001).

"A CFA with two first-order latent factors immediately fit the data well ( χ2 (13) = 10.49, p = .653, RMSEA = .000, CFI = 1.00, SRMS = .034), in contrast to a model with one factor"

Discussion¶

Related Claims¶

• Mastery orientation relates to classroom behavioral self-regulation only indirectly via executive functions, while trait beliefs relate mainly directly — related
• Kindergarteners with a mastery goal orientation show better executive functions than children with a performance orientation — related
• Mindsets relate to kindergarteners' achievement indirectly through executive functions and classroom behavioral self-regulation as mediators — related
• Tutor ratings do not entirely tap one underlying trait; one- and two-factor models fit unsatisfactorily — related
• The indirect praise-to-achievement path is driven by trait beliefs, not learning goals — related
• Malleable trait beliefs may be especially beneficial for classroom behavioral self-regulation among mastery-oriented children (marginal interaction) — related
• In Study 1, measured fixed mindset correlated with fixed-trait attributions (r=.28), performance avoidance goals (r=.23), and hypothetical easy-problem choice (r=.12) — related
• Kindergarteners who believe traits are malleable show better classroom behavioral self-regulation than children with a stable trait belief — related
• Task goals can be separated from learning goals and normative performance goals, each with approach and avoidance components. — related