Malleable trait beliefs may be especially beneficial for classroom behavioral self-regulation among mastery-oriented children (marginal interaction)¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
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 i? The trait beliefs × goal orientation interaction on CBSR showed a small effect size but did not reach conventional significance (p = .11). → 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 · i? · associational · r2
ANCOVA interaction term (N = 147, controlled for EF, gender, age); the profile diagram (Fig. 2) shows mastery-oriented children with malleable trait beliefs tended toward higher CBSR. The effect is marginal (p = .11) and should be treated as suggestive.
"However, the interaction term of trait beliefs and goal orientation on CBSR showed a small effect size (F(1, 132) = 2.61, p =. 1 1 , p a r t i a lη 2 = .019, f = .14), indicating that children with a mastery orientation tended to show higher CBSR when they adopted a view of traits as malleable"
Discussion¶
Learner Variables¶
- Achievement Goal Orientation — moderator: an instructional effect differs with it
- Self-Regulation — outcome: instruction changes it
Related Claims¶
- Kindergarteners who believe traits are malleable show better classroom behavioral self-regulation than children with a stable trait belief — related
- Mindsets relate to kindergarteners' achievement indirectly through executive functions and classroom behavioral self-regulation as mediators — related
- Mastery orientation relates to classroom behavioral self-regulation only indirectly via executive functions, while trait beliefs relate mainly directly — 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 |
trait-belief-goal-orientation-interaction-cbsr |
title |
Malleable trait beliefs may be especially beneficial for classroom behavioral self-regulation among mastery-oriented children (marginal interaction) |
description |
Malleable trait beliefs may be especially beneficial for classroom behavioral self-regulation among mastery-oriented children (marginal interaction) |
status |
review |
evidence_strength |
weak |
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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