Kindergarteners with a mastery goal orientation show better executive functions than children with a performance orientation¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr2·q3·i2medium
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 i2 Analysis of variance showed a significant main effect of goal orientation on EF with a medium effect size, independent of trait beliefs. → 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 · i2 · associational · r2
Univariate ANCOVA with 147 kindergarteners controlling gender, age, and CBSR; children with a mastery orientation scored higher on the HTKS (M = 43.68) than children with a performance orientation (M = 38.74), a "medium effect size" with partial η² = .059.
"The analysis of variance for EF showed a significant main effect of goal orientation on EF with a medium effect size (F(1, 132) = 8.21 , p = .005, partial η 2 = .059, f = .25)"
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
The same ANCOVA found the trait beliefs × goal orientation interaction on EF not significant, so the goal orientation–EF relation "appeared to be independent of trait beliefs".
"The interaction term of trait beliefs and goal orientations on EF was not significant (F(1,132) = 0.48, p = .827, partial η2 = .000)."
Discussion¶
Learner Variables¶
- Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- In kindergarteners, trait beliefs and goal orientations form two separate but related factors rather than a coherent growth/fixed mindset — related
- Kindergarteners who believe traits are malleable show better classroom behavioral self-regulation than children with a stable trait belief — related
- Mastery orientation relates to classroom behavioral self-regulation only indirectly via executive functions, while trait beliefs relate mainly directly — related
- Mindsets relate to kindergarteners' achievement indirectly through executive functions and classroom behavioral self-regulation as mediators — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mastery-orientation-better-executive-functions-kindergarten |
title |
Kindergarteners with a mastery goal orientation show better executive functions than children with a performance orientation |
description |
Kindergarteners with a mastery goal orientation show better executive functions than children with a performance orientation |
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 |
2 — compagnoni-2019, compagnoni-2019-2 |
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