Abstract
Individuals hold different mindsets encompassing beliefs about trait stability (stable vs. malleable) and goal orientations (performance vs. mastery). These motivational beliefs affect behavioral self-regulation, which is an important predictor of school success and includes both executive functions (EF) and classroom behavioral self-regulation (CBSR). In this study, we examined the structure of mindsets in kindergarteners and the relations with EF and CBSR by interviewing 147 kindergarteners (51% female) aged 5 to 7 years (M = 6.47, SD = .39). We used a multimethod approach with self-report and direct measures of behavioral self-regulation, achievement, and a newly developed mindset scale. Exploratory and confirmatory factor analyses revealed that trait beliefs and goal orientations represent two different but related motivational beliefs. Results indicated differential effects of trait beliefs and goal orientations on EF and CBSR: Children with a mastery (vs. performance) orientation showed better EF, whereas children with a belief in traits as malleable (vs. stable) showed better CBSR. Structural equation modeling showed significant indirect effects of both motivational beliefs on achievement, with EF and CBSR as mediators. Findings suggest that motivational beliefs are important in fostering behavioral self-regulation for successful adjustment to the demands of kindergarten.
Highlights
Do some kindergarteners believe that their attributes are stable, like a set of predetermined strength and weaknesses, and do they tend to seek out tasksBahnhofstrasse 6, 5210, Windisch, Switzerland that are easy for them to succeed at? Do other kindergarteners believe that their attributes are malleable and can be changed through effort and practice, and do they tend to embrace challenges as learning opportunities? The present study addresses these questions and explores the structure of growth and fixed mindsets in kindergarteners as well as the relation between these mindsets and behavioral self-regulation
They might develop differently and have differential effects on classroom behavior (Gunderson et al 2018). It remains unclear if trait beliefs and goal orientations are interwoven into a growth or fixed mindset in kindergarteners and how they are related to behavioral self-regulation and achievement
Mindsets create a motivational framework that encompasses the belief in traits as either malleable or stable and the orientation toward mastery or performance goals
Summary
Do some kindergarteners believe that their attributes (e.g., intelligence, abilities) are stable, like a set of predetermined strength and weaknesses, and do they tend to seek out tasksBahnhofstrasse 6, 5210, Windisch, Switzerland that are easy for them to succeed at (fixed mindset)? Do other kindergarteners believe that their attributes are malleable and can be changed through effort and practice, and do they tend to embrace challenges as learning opportunities (growth mindset)? The present study addresses these questions and explores the structure of growth and fixed mindsets in kindergarteners as well as the relation between these mindsets and behavioral self-regulation. Mindsets encompass two theoretically related motivational beliefs: trait beliefs, the belief that human attributes are stable or malleable, and goal orientations, the orientation towards mastery or performance goals (Gunderson et al 2013; Dweck and Leggett 1988; for an overview, Dweck 2008) These two motivational beliefs (trait beliefs and goal orientations) might play an important role in explaining day-to-day behavioral self-regulation in kindergarten. There are findings that raise the question as to whether there even is a relation between trait beliefs and goal orientations (Spinath and Freiberger 2011; Kinlaw and Kurtz-Costes 2007) They might develop differently and have differential effects on classroom behavior (Gunderson et al 2018). It remains unclear if trait beliefs and goal orientations are interwoven into a growth or fixed mindset in kindergarteners and how they are related to behavioral self-regulation and achievement
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