Huang Hsiang-Han, Sun Tzu-Han, Lin Chia-I, Chen Yi-Ru
Department of Occupational Therapy, Graduate Institute of Behavioral Sciences, Chang Gung University, Taoyuan, Taiwan.
Joint Appointment with Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Linkou, Taiwan.
Front Pediatr. 2017 Oct 25;5:224. doi: 10.3389/fped.2017.00224. eCollection 2017.
Mastery motivation is the driving force behind children's desire to explore the surrounding world and their comprehensive development. However, disease factors may lower a child's motivation and hamper development. The aim of this review is to examine mastery motivation in preschool children with cerebral palsy (CP) and the impact of contextual factors on mastery motivation.
Six electronic databases were searched (PubMed, ScienceDirect, Scopus, PsycINFO, Medline, and Airiti Library) using the keywords "Activity," "Cerebral Palsy," "Preschool," "Motivation," "Mastery motivation," "Gross motor," and "Toddler." We reviewed six observational studies and one interventional study for the following features: (1) participants' characteristics; (2) assessment, observation, and intervention methods; (3) findings.
Of the seven studies, three were individual cohort studies and four were individual case-control studies. There were two types of motivation-related measures, standardized measurements and observations of structured tasks or free play. Three studies showed no significant difference in mastery motivation between children with and those without CP when given mental-age-appropriate tasks of moderate difficulty. However, environmental factors including social experience, family interaction, and caregivers' perceptions may affect motivation in preschool children with CP.
Current studies on mastery motivation in preschool children with CP are very limited, and the lack of a universal, theory-based definition of mastery motivation and common assessment frameworks makes it difficult to draw clear conclusions on mastery motivation in children with CP. Future studies should investigate mastery motivation with rigorous study designs to identify ideal activities and environments for preschool children with CP.
掌握动机是儿童探索周围世界及全面发展背后的驱动力。然而，疾病因素可能会降低儿童的动机并阻碍其发展。本综述的目的是研究脑瘫（CP）学龄前儿童的掌握动机以及情境因素对掌握动机的影响。
使用关键词“活动”“脑瘫”“学龄前”“动机”“掌握动机”“大运动”和“幼儿”检索了六个电子数据库（PubMed、ScienceDirect、Scopus、PsycINFO、Medline和华艺数位图书馆）。我们针对以下特征回顾了六项观察性研究和一项干预性研究：（1）参与者特征；（2）评估、观察和干预方法；（3）研究结果。
在这七项研究中，三项为个体队列研究，四项为个体病例对照研究。有两种与动机相关的测量方法，即标准化测量以及对结构化任务或自由玩耍的观察。三项研究表明，当给予智力年龄相适应的中等难度任务时，患脑瘫和未患脑瘫的儿童在掌握动机方面没有显著差异。然而，包括社会经验、家庭互动和照顾者认知在内的环境因素可能会影响脑瘫学龄前儿童的动机。
目前关于脑瘫学龄前儿童掌握动机的研究非常有限，并且缺乏基于理论的通用掌握动机定义和共同评估框架，这使得难以就脑瘫儿童的掌握动机得出明确结论。未来的研究应以严谨的研究设计调查掌握动机，以确定适合脑瘫学龄前儿童理想的活动和环境。
