Mastery orientation relates to classroom behavioral self-regulation only indirectly via executive functions, while trait beliefs relate mainly directly¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? SEM showed a significant indirect relation of goal orientation with CBSR via EF (β = .13, p = .017) and no direct relation. → Compagnoni 2019 q3 i? Trait beliefs showed a significant total effect on CBSR (β = .22, p = .034) explained mainly by a direct path. → 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

Structural equation model (N = 147) with trait beliefs and goal orientations as latent variables, fit indices χ2(23) = 30.21, RMSEA = .05, CFI = .96; EF related significantly with CBSR (β = .47).

"The model showed no total or direct relation of g oal orientations with CBSR, but there was a significant indirect relation via EF as a mediating variable ( β =. 1 3 , p = .017)."

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

In the same SEM, the trait beliefs–CBSR relation was explained mainly through a direct path and only a weak indirect path via goal orientations and EF, so hypothesis H2c was only partly supported.

"Trait beliefs showed no significant d irect relation with EF or CBSR, but there was a significant total effect of β =. 2 2( p = .034) which can be explained by a direct path to CBSR (β =. 1 8 ,p = .090)"

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes
• 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 — 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
• Malleable trait beliefs may be especially beneficial for classroom behavioral self-regulation among mastery-oriented children (marginal interaction) — related