Mindsets relate to kindergarteners' achievement indirectly through executive functions and classroom behavioral self-regulation as mediators¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The total indirect relation of goal orientations with achievement via EF and CBSR was β = .10 (p = .006). → Compagnoni 2019 q3 i? The total indirect relation of trait beliefs with achievement via goal orientations, EF, and CBSR was β = .12 (p = .005). → Compagnoni 2019 (2) q3 i? The relation between EF and achievement was fully mediated by CBSR. → Compagnoni 2019 (3)

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

Path analysis with manifest variables (N = 147) testing indirect paths from motivational beliefs to achievement; fit was acceptable (χ2(4) = 4.29, p = .368, RMSEA = .02, CFI = 1.00).

"The total indirect relation of goal orientations with achievement via EF and CBSR was β =. 1 0( p= .006)."

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

Same path analysis; the trait beliefs indirect path predicted 12% of the variance in children's achievement, supporting hypothesis H3.

"The total indirect relation of trait beliefs with achievement via goal orientations, EF , and CBSR wasβ = .12 (p = .005) and therefore predicted 12% of the variance in children 's achievement."

Compagnoni 2019 (3)¶

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

In the same path analysis, the total indirect relation of EF with achievement was β = .29 (p = .000) with no significant direct relation (β = .06, p = .458), supporting the proposed hierarchical structure.

"The relation between EF and achievement was fully mediated by CBSR."

Discussion¶

Learner Variables¶

• Mindset — 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 — a narrower finding that bears on this claim
• 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
• Malleable trait beliefs may be especially beneficial for classroom behavioral self-regulation among mastery-oriented children (marginal interaction) — related
• Growth in task orientation partially mediates the association between executive function and mathematics achievement in preschoolers — related
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — related
• No statistically significant sex differences in the direct associations among EF, task orientation, and mathematics or in the mediating effect of task orientation — related
• Motivation's effect on later mathematical performance is indirect, mediated by executive functioning and early numeracy skills
• Metacognition mediates the relationship between EF and SRL — related