Development of the “Competent Self” Educational Package and Comparison of Its Effectiveness with Self-Esteem Training on Growth Mindset and Perseverance in Children
Keywords:
Self Educational, Self-Esteem Training, Growth Mindset, perseveranceAbstract
Objective: This study aimed to develop and validate the “Competent Self” educational package and compare its effectiveness with self-esteem training in improving growth mindset and perseverance among 10–12-year-old students.
Methods and Materials: This study employed an exploratory mixed-methods design. In the qualitative phase, the Competent Self educational package was developed through deductive content analysis of 35 scientific sources and consultation with eight experts in child and educational psychology, and its content validity was evaluated using the Content Validity Ratio and Content Validity Index. In the quantitative phase, a quasi-experimental pretest–posttest design with a two-month follow-up and a control group was used. The statistical population comprised second-cycle elementary school students in Isfahan during the 2024–2025 academic year. Sixty students were selected and randomly assigned to the Competent Self, Self-Esteem, and control groups, with 20 participants in each group. The experimental groups received eight weekly intervention sessions. Data were collected using the Curiosity and Exploration Inventory and the Children’s Persistence and Perseverance Questionnaire and analyzed using mixed repeated-measures analysis of variance and Bonferroni post-hoc comparisons in SPSS-27.
Findings: The between-group effect on growth mindset was significant (F=6.488, p=.003, η²=.185), as was the time×group interaction (F=25.227, p=.001, η²=.470). Bonferroni comparisons indicated significant differences between the Competent Self group and both the Self-Esteem (p=.020) and control groups (p=.002), whereas the Self-Esteem and control groups did not differ significantly (p=.292). For perseverance, the group effect was significant (F=4.312, p=.018, η²=.131), and a significant time×group interaction was also observed (F=98.194, p=.001, η²=.775). Both the Competent Self and Self-Esteem interventions significantly improved perseverance compared with the control group (p=.035 and p=.049, respectively), whereas the two active interventions did not differ significantly.
Conclusion: The Competent Self educational package appears effective in enhancing children’s growth mindset and perseverance and demonstrates superiority over self-esteem training for growth mindset. Both interventions, however, are effective in improving perseverance.
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Copyright (c) 2025 Azadeh Espanani (Author); Mansoureh Bahramipour Isfahani; Mohsen Golparvar (Author)
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