Infant Mastery Motivation: The Issue of Discriminant Validity

Abstract

The purpose of this review is to examine the concept of mastery motivation in infancy from the standpoint of possible intraindividual confounds, ways in which factors other than motivation may influence individual differences in mastery motivation scores. The review begins with a brief overview of theoretical background on mastery motivation, underscoring its presumed relevance for other important constructs in development. Current operational definitions of mastery motivation are then described. The remainder of the review is devoted to consideration of alternative explanations that can account, in part, for individual differences in mastery motivation. These include infant cognitive developmental status, social orientation and attachment security, genetic/temperamental factors, and sex differences. The review concludes with specific recommendations for further inquiry on the topic of infant mastery motivation, emphasizing careful attention to the role extraneous factors play in shaping performance.