The indirect praise-to-achievement path is driven by trait beliefs, not learning goals¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i0 negligible
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Replacing the composite with the trait beliefs subscore preserved significant indirect paths to math and reading comprehension achievement. → Gunderson 2018 q3 i? Replacing the composite with the learning goals subscore yielded non-significant direct and indirect paths in both domains. → Gunderson 2018 (2)

Evidence¶

Gunderson 2018¶

Gunderson, E. A., Sorhagen, N. S., Gripshover, S. J., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2018). Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets. Developmental Psychology. https://doi.org/10.1037/dev0000444

q3 · i? · associational · r2

Follow-up path analyses replacing the composite motivational framework score with the 14-item trait beliefs subscore (α = .65). Indirect paths "were significant as well" in both domains with well-fitting models.

"the indirect paths from process praise to trait beliefs to 4th grade achievement were significant as well (math: bias-corrected bootstrap CI95% = .02 to .33; reading comprehension: bias-corrected bootstrap CI95% = 1.52 to 20.25)"

Gunderson 2018 (2)¶

Gunderson, E. A., Sorhagen, N. S., Gripshover, S. J., Dweck, C. S., Goldin-Meadow, S., & Levine, S. C. (2018). Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets. Developmental Psychology. https://doi.org/10.1037/dev0000444

q3 · i0 · associational · r2

Parallel path analyses using the 8-item learning goals subscore (α = .69). Direct paths from praise to learning goals and from learning goals to achievement were non-significant; indirect paths also included zero.

"the direct paths from process praise to learning goals were not significant (ps > .10, percentile bootstrap CIs95% included zero), and the direct paths from learning goals to 4th grade achievement were not significant (ps > 0.70, percentile bootstrap CIs95% included zero)"

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Incremental motivational frameworks in 2nd–3rd grade predict 4th grade math and reading comprehension but not reading decoding — related
• Process praise effects persist after controlling for overall parent talk and SES, suggesting they are not proxies for general engagement — related
• Process praise to toddlers predicts fourth grade math and reading comprehension achievement via children's incremental motivational frameworks — related
• In kindergarteners, trait beliefs and goal orientations form two separate but related factors rather than a coherent growth/fixed mindset — related