Does a Physical Handicap Alter the Development of Mastery Motivation During the Preschool Years?

Jennings, Kay Donahue; Connors, Robin E.; Stegman, Charles E.

doi:10.1097/00004583-198805000-00008

Cited by 55 publications

(38 citation statements)

References 19 publications

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“…Children who have a physical disability may be less persistent and score lower on motivation scales (Goldberg, Washington, Morris, Fischer-Fay, & Simmons, 1990;Landry, Copeland, Lee, & Robinson, 1990) than children developing typically (Jennings, Connors, & Stegman, 1988). This lower persistence may contribute to difficulties in learning tasks, resulting in reduced skill accomplishment (Barrett & Morgan, 1995).…”

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confidence: 99%

“…Methods available to measure mastery motivation are limited and have tended to rely on observation and scoring of the child's behavior during task performance. For example, some researchers have observed children during free-play to document goal-directed behaviors such as the amount of time spent on task-oriented free play and the number of new activities undertaken and social initiations (Landry et al, 1990;Jennings et al, 1988). Others have used structured play, cause and effect (Glenn, Dayus, Cunningham, & Horgan, 2001), or problem-solving situations and scored a child's persistence in the face of increasingly difficult tasks (Kelley et al, 2000).…”

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confidence: 99%

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A Pilot Evaluation of the Test-Retest Score Reliability of the Dimensions of Mastery Questionnaire in Preschool-Aged Children

Igoe¹,

Peralta²,

Jean³

et al. 2011

Infants &Amp; Young Children

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Preschool-aged children continually learn new skills and perfect existing ones. "Mastery motivation" is theorized to be a personality trait linked to skill learning. The Dimensions of Mastery Questionnaire (DMQ) quantifies mastery motivation. This pilot study evaluated DMQ test-retest score reliability (preschool-version) and included exploratory analysis of test-retest score reliability with a subgroup of children with a physical disability. The child's parent completed the DMQ twice (30-day mean retest interval) and rated DMQ for ease of use. Test-retest score reliability was estimated for DMQ Total, aspect and scale scores using intraclass correlation coefficients (ICCs). Thirty-three mothers participated (children's mean age = 4 years 1 month, SD = 1 year 2 months). Total score and expressive aspect test-retest score reliability were good (ICCs 0.76 and 0.70, respectively) and instrumental aspect test-retest score reliability was excellent (ICC = 0.87). Five of the 7 scales had ICCs > 0.74. The mastery pleasure scale scored lowest in test-retest score reliability (ICC = 0.35). Total score test-retest reliability was good for children who have a disability (n = 12) and in children typically developing (n = 21): ICCs 0.71 and 0.79, respectively. The DMQ was found to be easy to complete using a 5-point scale with "1" being "very difficult" and "5" being "very easy." The mothers' mean score was 4.4/5. This pilot work indicated 281 acceptable test-retest score reliability for the DMQ and suggests its potential as a standardized way for clinicians to assess motivation and tailor goals to a child's motivational characteristics.

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confidence: 99%

mentioning

confidence: 99%

A Pilot Evaluation of the Test-Retest Score Reliability of the Dimensions of Mastery Questionnaire in Preschool-Aged Children

Igoe¹,

Peralta²,

Jean³

et al. 2011

Infants &Amp; Young Children

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“…According to other studies, despite the fact that typically developing children have better abilities in playing than CP children, the experience of pleasure is similar to their normal peers (18,19).…”

Section: Introductionmentioning

confidence: 87%

Comparing Levels of Mastery Motivation in Children with Cerebral Palsy (CP) and Typically Developing Children

Salavati¹,

Vameghi²,

Hosseini³

et al. 2018

Med Arch

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Introduction: The present study aimed to compare motivation in school-age children with CP and typically developing children. Material and Methods: 229 parents of children with cerebral palsy and 212 parents of typically developing children participated in the present cross sectional study and completed demographic and DMQ18 forms. The rest of information was measured by an occupational therapist. Average age was equal to 127.12±24.56 months for children with cerebral palsy (CP) and 128.08±15.90 for typically developing children. Independent t-test used to compare two groups; and Pearson correlation coefficient by SPSS software applied to study correlation with other factors. Results: There were differences between DMQ subscales of CP and typically developing groups in terms of all subscales (P<0.05). The lowest motivation scores of subscales obtained in gross motor persistence (2.4870±.81047) and cognitive-oriented persistence (2.8529±.84223) in children with CP. Motivation was correlated with Gross Motor function Classification System (r= -0.831, P<0.001), Manual ability classification system (r=-0.782, P<0.001) and cognitive impairment (r=-0.161, P<0.05). Conclusion: Children with CP had lower mastery motivation than typically developing children.Rehabilitation efforts should take to enhance motivation, so that children felt empowered to do tasks or practices.

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“…Clinicians can modify the sensorimotor environment using motivation to reinforce reorganization and improve rehabilitation outcomes by means of augmented engagement. Contrarily, insufficient motivation can restrict children from attaining their functional potential (27,28).…”

Section: Contextmentioning

confidence: 99%

Rehabilitation Interventions for Children With Cerebral Palsy: A Systematic Review

Abbaskhanian¹,

Rashedi²,

Delpak³

et al. 2015

J Pediatr Rev

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Context: Cerebral palsy (CP) is a group of movement problems that do not worsen over time. They cause physical disability mainly in areas of body movement. It is caused by damage to the motor control centers of developing brain. Management of a child with CP to optimize functional abilities, typically includes the input of many disciplines, including occupational therapy (OT), physical therapy (PT) and orthotic treatment. The main aim of this review was to compare the effects of most common rehabilitation intervention on CP. Evidence Acquisition: This systematic review was conducted on published papers that studied rehabilitation interventions approaches for children with CP. A literature search was performed using PubMed, SCOPUS and Google Scholar on papers published from January 1990 to October 2014. Results: From 125 articles related to rehabilitation interventions for children with Cerebral palsy, 36 articles met the inclusion criteria. Conclusions: The efficacy of rehabilitation interventions for children with CP is still inconclusive. Functional ability and social participation should be the main outcome measures in evaluating rehabilitation efficacy.

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Does a Physical Handicap Alter the Development of Mastery Motivation During the Preschool Years?

Cited by 55 publications

References 19 publications

A Pilot Evaluation of the Test-Retest Score Reliability of the Dimensions of Mastery Questionnaire in Preschool-Aged Children

A Pilot Evaluation of the Test-Retest Score Reliability of the Dimensions of Mastery Questionnaire in Preschool-Aged Children

Comparing Levels of Mastery Motivation in Children with Cerebral Palsy (CP) and Typically Developing Children

Rehabilitation Interventions for Children With Cerebral Palsy: A Systematic Review

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