Relations between Mastery Motivation and Parental Interactive Behavior in Children with Motor Delay

• Main Authors: Pei-Jung Wang, 汪佩蓉
• Other Authors: Hua-Fang Liao
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/58156063431639224092

碩士 === 臺灣大學 === 物理治療學研究所 === 98 === Background and Purpose: Mastery motivation is an important predictor of later achievement motivation and other developmental outcomes in children. Motor delay (MD) is the earliest detected sign among all developmental domains in children with developmental delays. Therefore, understanding mastery motivation and its related factors in children with MD will be critical for early intervention services. Parental interactive behavior would influence the development of mastery motivation. However, few studies have been investigated the relationship between parental interactive behavior and mastery motivation in children MD previously. The purposes of this study were: (1) to investigate the differences of mastery motivation on 3 instrumental mastery motivation indices (Object, Gross motor, Social) and 1 expressive mastery motivation index (Mastery Pleasure) between children MD and children developing typically (DT); (2) to examine the relationship between parental interactive behavior and mastery motivation in children with MD. Methods: This was a matched case-control study. 22 children MD aged 24-42 months were recruited from two medical centers in the Taipei area. And 22 mental age and gender matched children DT were recruited from the advertisement or well-baby clinics in one medical center. The parent-child dyads received the Nursing Child Assessment Teaching Scale (NCATS) by a trained tester and the Dimensions of Mastery Questionnaire (DMQ) in a child observation laboratory in one day. Four indices of mastery motivation were measured by the DMQ that was rated by mothers. Four indicators of parental interactive behavior (Response to Child’s Distress, Sensitivity to Cues, Social-Emotional Growth Fostering and Cognitive-Growth Fostering) were measured through observation of parental interactive behavior on one teaching task using the NCATS. Statistical analysis: Independent t tests were used to examine the differences of the four indices of mastery motivation between MD and DT groups (α=0.05; one-tailed). Pearson correlation was used to analyze the correlation between 4 indicators of parental interactive behavior and 4 indices of mastery motivation in MD group (α=0.05; two-tailed). For significant variables, partial correlation was used to further examine the correlation between mastery motivation and parental interactive behavior under the control of possible confounders. Results: 20 children MD and 17 children DT had valid data to further analysis. The MD group had significantly lower instrumental mastery motivation (Object, Gross Motor, and Social) than DT group. The expressive mastery motivation was not significantly different between two groups. In the MD group, the Response to Child’s Distress of NCATS was positively and significantly correlated with Gross Motor Persistence on the DMQ. The other parental interactive behavior indictors were not significantly correlated with any indices of mastery motivation. Discussions: The results showed that children MD had significantly lower instrumental mastery motivation, but not the expressive mastery motivation than the children DT. The physical impairment of children MD might make the task persistence difficult, and maternal subjective perceptions might also influence the scores of DMQ. For children MD, the better the mother responded to child’s distress the higher duration of gross motor task persistence the children had. Most children MD had more severe gross motor limitations; persistence of gross motor tasks might need more emotional support from parents to establish self-efficacy of gross motor tasks. Conclusions: Children MD had lower scores of Object, Gross Motor, and Social mastery motivation than mental age matched children DT. Higher Response to Child’s Distress was significantly correlated with Gross Motor mastery motivation in children MD. A further study is needed to investigate the influencing factors of mastery motivation rated by parents, and whether programs enhancing parental skill will affect children’s mastery motivation.