School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan.
Phys Ther. 2013 Jan;93(1):79-87. doi: 10.2522/ptj.20120068. Epub 2012 Sep 13.
Mastery motivation is a precursor of future developmental outcomes. Evidence about whether toddlers with motor delay have lower mastery motivation is inconclusive.
The purpose of this study was to examine differences between mental age-matched toddlers with and without motor delay on various mastery motivation indicators.
A mental age- and sex-matched case-control study was performed.
Twenty-two children with motor delay, aged 23 to 47 months, and 22 children who were developing typically, aged 15 to 29 months, were recruited. Persistence and mastery pleasure were measured with behavioral tasks that were moderately challenging for each child and with maternal ratings using the Dimensions of Mastery Questionnaire (DMQ). The DMQ was rated by each child's mother based on her perception of her child's motivation. Two types of structured tasks (a puzzle and a cause-effect toy selected to be moderately challenging for each child) were administered in a laboratory setting and recorded on videos. Paired t tests or Wilcoxon signed rank tests were used to examine group differences in persistence and mastery pleasure (α=.007, 2-tailed).
Children with motor delay were rated lower on DMQ persistence than the typically developing group, but they did not show significantly lower persistence on the structured tasks. There were no significant differences in mastery pleasure between the 2 groups on either measure.
Large within-sample variability on the tasks and small sample size makes subgroup analysis (eg, different severities) difficult.
Toddlers with motor delay did not show lower persistence and pleasure when given tasks that were moderately challenging; however, their mothers tended to view them as having lower motivation. Clinicians and parents should provide appropriately challenging tasks to increase children's success and motivation.
掌握动机是未来发展结果的前兆。关于运动发育迟缓的幼儿是否具有较低的掌握动机的证据尚无定论。
本研究旨在检查在各种掌握动机指标上，与精神年龄匹配的运动发育迟缓儿童和无运动发育迟缓儿童之间的差异。
进行了精神年龄和性别匹配的病例对照研究。
招募了 22 名患有运动迟缓的儿童，年龄在 23 至 47 个月之间，以及 22 名发育正常的儿童，年龄在 15 至 29 个月之间。坚持性和掌握乐趣通过行为任务进行测量，这些任务对每个孩子来说都具有一定的挑战性，并且通过使用《掌握问卷》（DMQ）进行了母亲评分。DMQ 由每个孩子的母亲根据她对孩子动机的看法进行评分。两种类型的结构化任务（拼图和因果玩具，每个孩子选择一个具有一定挑战性的任务）在实验室环境中进行并记录在视频中。使用配对 t 检验或 Wilcoxon 符号秩检验（α=.007，双侧）检验组间在坚持性和掌握乐趣上的差异。
患有运动迟缓的儿童在 DMQ 坚持性上的评分低于发育正常的组，但他们在结构化任务上的坚持性没有显著降低。在这两个组中，在任何测量上，掌握乐趣均无显著差异。
任务的样本内变异性较大且样本量较小，使得亚组分析（例如，不同的严重程度）变得困难。
当给予具有一定挑战性的任务时，运动发育迟缓的幼儿并没有表现出较低的坚持性和乐趣；但是，他们的母亲倾向于认为他们的动机较低。临床医生和家长应提供适当具有挑战性的任务，以增加孩子的成功和动力。
