Kindergarteners who believe traits are malleable show better classroom behavioral self-regulation than children with a stable trait belief¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i1small
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i1 Analysis of variance showed a significant main effect of trait beliefs on CBSR with a small-to-medium effect size (partial η² = .034), with no main effect of goal orientation. → Compagnoni 2019
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 · i1 · associational · r2
ANCOVA with 147 kindergarteners controlling EF, gender, and age; CBSR was higher for children believing traits are malleable (M = 3.91) than stable (M = 3.65). The article prints the effect size partial η² = .034 (small), with no significant main effect of goal orientation (F(1,132) = 0.72, p = .399).
"The analysis of variance for CBSR showed a significant main effect of trait beliefs on CBSR with a small to medium effect size (Cohen 1992) (F(1,132) = 4.67, p = .033, partial η 2= . 0 3 4 , f = .19)"
Discussion¶
Related Claims¶
- Malleable trait beliefs may be especially beneficial for classroom behavioral self-regulation among mastery-oriented children (marginal interaction) — related
- Mindsets relate to kindergarteners' achievement indirectly through executive functions and classroom behavioral self-regulation as mediators — a broader claim this one bears on
- 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
- In kindergarteners, trait beliefs and goal orientations form two separate but related factors rather than a coherent growth/fixed mindset — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
malleable-trait-beliefs-better-cbsr-kindergarten |
title |
Kindergarteners who believe traits are malleable show better classroom behavioral self-regulation than children with a stable trait belief |
description |
Kindergarteners who believe traits are malleable show better classroom behavioral self-regulation than children with a stable trait belief |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — compagnoni-2019 |
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