Mastery Questionnaire Research Articles

Exploring The Correlation Between Motivation Levels And Responsibility-Taking Behaviors Among Preschool Children

The objective of this study was to investigate the correlation between motivation levels and responsibility-taking behaviors among preschool children. Employing the Relational Screening Model, we analyzed the connection between these variables. The study group comprised 367 children aged 48-72 months, enrolled in kindergartens and nursery class of elementary schools affiliated with the Ministry of National Education in the central district of Yakutiye, Erzurum province, during the fall semester of the 2023-2024 academic year. In this study, the revised Dimensions of Mastery Questionnaire (DMQ18) was employed to gauge the motivation levels, while the Responsible Behavior Scale was utilized to assess the responsibility levels of the children. Necessary permissions were obtained for data collection. The findings revealed that the children's responsibility levels showed no variance with regard to the variables of gender and school type. Similarly, the children’s motivation levels did not exhibit significant differences based on gender (p>0.05). However, a noteworthy difference in motivation levels was observed concerning school type, favoring children attending nursery class (p

Association between Mastery Motivation, Executive Function, and Daily Participation of Young Children with and without Global Developmental Delays.

This study aimed to examine the group differences in participation level between children with and without global delays and to explore the associations between mastery motivation, executive function, and participation in young children with and without global developmental delays (GDD). Methods: we recruited 26 children with GDD aged 2 to 5 years and 26 children with sex- and mental age-matched developing typically (TD). The participants were assessed child development using the standardized developmental test, and their mothers were asked to fill in questionnaires, including the revised Dimension of Mastery Questionnaire (DMQ 18) with preschool version to assess mastery motivation, the Behavior Rating Inventory of Executive Function with preschool version (BRIEF-P) to assess executive function, and the Young Children's Participation and Environment Measure (YC-PEM) used to obtain participation levels. Results and conclusions: young children with GDD showed significantly lower participation levels at home, daycare, and community than TD group. We found that for young children, child mastery pleasure, health condition, and total persistence were significant predictors of child participation. Therefore, coaching parents to observe and facilitate their children's motivation and executive function, as well as child developmental abilities, is important in order to enhance children's participation in daily activities.

Effects of the Universal Design for Learning (UDL) principles on the motivation of children with SEN integrated in mainstream schools

The aim of this study is to analyze the differences related to students’ motivation between two moments, respectively before and after participation in a program of teaching on the basis of UDL principles. The participants were 72 students with SEN enrolled in mainstream schools in Brașov county, aged between seven and 10 years, M = 8.26, SD = 1.04. The instrument used for measuring motivation was The Dimensions of Mastery Questionnaire (DMQ). A number of 37 teachers aged between 25 and 54 years, M = 37.89, SD = 7.56, were involved in the study, of which four men (11%) and 33 women (89%). They participated in the UDL PPS Course (48 training hours). After the course, they started to teach SEN children using UDL principles for six weeks. Students’ motivation was measured twice, before and after the six weeks of UDL teaching. The results showed a significant increase in cognitive persistence, gross motor persistence, social persistence in relation to adults, social persistence in relation to other children, pleasure in doing things well, general competence, and a significant decrease in negative reactions. The discussions emphasize the importance of training teachers in the UDL model.

The Mediating Role of Negative Parenting and Children’s Mastery Motivation on Socioeconomic Status and Chinese Preschoolers’ Problem Behaviors

ABSTRACT This study examined the serial mediating effects of negative parenting and children’s mastery motivation on the relationship between family socioeconomic status (SES) and internalizing and externalizing problem behaviors in Chinese preschoolers. A sample of 669 Chinese children between 3 and 6 years (M age = 4.83, SD age = 0.87, 50.4% girls) was recruited from 12 public kindergartens in a coastal city in southeastern China based on a stratified random sampling procedure. Their parents completed the Multidimensional Assessment of Parenting Scale (MAPS), Dimensions of Mastery Questionnaire for Preschool Children (DMQ 18), and Children’s Problem Behaviors Scale (CPBS). Research Findings: (1) family SES was significantly related to reduced negative parenting and children’s problem behaviors as well as increased children’s mastery motivation; (2) family SES affected children’s problem behaviors indirectly through the single mediating path of negative parenting and the single mediating path of children’s mastery motivation; and (3) negative parenting and children’s mastery motivation were identified the serial mediators between family SES and children’s problem behaviors. Practice or Policy: This study has demonstrated how family SES would interact with negative parenting practices concerning early childhood development. The findings also indicated that strategies that assist parents in adopting positive parenting practices or facilitate the development of mastery motivation in children might reduce the occurrence of children’s problem behaviors.

Digital Literacy Ability of Students of Biology Education Study Program FSTT Undikma

This study aims to understand the condition of digital literacy skills of S1 students of the biology education study program, Faculty of Science, Engineering and Applied (FSTT) Mandalika University of Education (Undikma). Cross-sectional study with a survey method that aims to analyze variable data collected at a certain point in time throughout the sample population or a predetermined subset. The population of this study is all active Biology Education study program students as many as 212 students. The research sample amounted to 86 students as respondents obtained by accidental sampling techniques. This research instrument is in the form of a google form-based student digital literacy mastery questionnaire, which is given online. The results of the study on each indicator are the Access indicator of 58.1% of students' goals to access the internet to complete assignments, 91.9% using mobile phone media, 40% using subjects as search points, and 67% using complete search keywords to access information from the internet. In the Analyze and Evaluate indicator, 60.5% read and understand the information thoroughly and 48.98% read the information thoroughly and the sources used. In the Create indicator, the new form of information created by students is with 41.9% making research reports, 36.0% using Microsoft Office devices, and 51.2% in the form of writing. The Reflect indicator is the largest percentage of respondents to respect and maintain a code of ethics when accessing information accessed from the internet with a magnitude of 65.1% listing the source of information cited appropriately and 75.6% ensuring the correctness of the information and using as needed. Indiator Act, the actions of college students after accessing and using the internet with 46.5% using information to solve problems and 34.9% to make presentations in public. Based on this description, it can be concluded that students' digital literacy skills have reached the good category

Digital affinitiy and cognitive reserve: Salience for resilient aging in pandemic.

Objective: The study aimed to analyze the impact of technology in the older adults after acute pandemic regarding to the development of digital confidence. Method: A sample of n. 56 healthy older adults (N = 22 female, N = 34 male) aged 64 to 86 years (M = 73.7, SD = 6.40) participated in observational study. The sample was distributed in two groups: (a) pre-COVID and (b) post-COVID. Psychological battery was applied: Mini-Mental State Examination, Cognitive Reserve Index Questionnaire, Beck Depression Inventory-II, Affinity for Technology Interaction Scale, and then Digital Mastery Questionnaire. Descriptive and (M)ANOVA statistical analyses have been applied. Results: Our results confirmed the increase in technology usage among elders, the higher use of smart devices and then more confident digital daily living; then, the improving of digital affinity for technology and higher adherence in seniors than older. In sex effect, men seemed developing higher digital confidence for digital experience, for access and use of financial online services than women. In the process of improvement by massive digital experience in daily living the cognitive reserve had relevant influence: elders with high level of cognitive reserve appeared to enhance own competence in digital mastery and affinity for technology. Conclusions: Our study highlighted the higher cognitive reserve being protective in older adults favoring the efficacy to the changing in daily living as well the develop of adaptive behaviors in order to achieve high Quality of Life.

Assessing Children’s Mastery Motivation using the Dimensions of Mastery Questionnaire (DMQ): Theoretical and Practical Consideration

Bibliography of the reviewed book: Morgan, G. A., Liao, H.-F., & Józsa, K. (Eds.) (2020). Assessing Mastery Motivation in Children Using the Dimensions of Mastery Questionnaire (DMQ). Gödöllő: Szent István Egyetem.http://www.staff.u-szeged.hu/~jozsa/DMQbook.html

Characteristics of mastery motivation and its relationship with parenting stress in toddlers with language delay

Mastery motivation is a multifaceted, psychological force that stimulates a child to master skills or tasks and is positively associated with language-related competences. Children with developmental delay might have lower levels of motivation, and their parents might face escalated parenting stress as well. The aims of this study were to identify the characteristics of mastery motivation in toddlers with language delay by intergroup and intragroup comparison, and to investigate the associations between specific components of parenting stress and toddler's mastery motivation. Eighty Chinese-speaking Taiwanese toddlers aged 19 to 42 months and their parents (fifty toddlers with language delay and thirty toddlers with typical development) participated in the study. The language delay group was selected based on maternal reports of vocabulary production with the Mandarin-Chinese Communicative Development Inventory and direct assessment with an individualized developmental test or intelligence test. The Revised Dimensions of Mastery Questionnaire (DMQ 18) with Preschool version, and the Parenting Stress Index Short Form were used to measure three domains of child mastery motivation and parents' components of parenting stress, respectively. Toddlers with language delay were rated as having lower gross motor and social mastery motivation than their peers with typical development; however, they showed the strength/weakness intragroup characteristics of higher gross motor motivation and lower social motivation with other children. Parental stress in the language delay group was significantly negatively correlated with mastery motivation, and the component of Parent-Child Dysfunctional Interaction was negatively associated with toddlers' Total Mastery Motivation, social motivation, and two indicators of expressive aspect after controlling for toddlers' age, cognitive ability, and family social-economic status. In conclusion, it is necessary for early interventionists to observe parenting stress and mastery motivation during the process of early intervention.

Ride-On Cars With Different Postures and Motivation in Children With Disabilities: A Randomized Controlled Trial.

A child's independent mobility, environments, and mastery motivation are critical factors during early development. To examine the effectiveness of ride-on car (ROC) training with a standing (ROC-Stand) or a sitting posture (ROC-Sit) in enhancing children's mastery motivation and decreasing parenting stress levels. Randomized controlled trial (RCT) with a multiple pretest-posttest design. Hospital-based environment in northern Taiwan. Thirty-nine children with disabilities ages 1 to 3 yr were randomly assigned to ROC-Stand (n = 16), ROC-Sit (n = 12), or conventional therapy (control; n = 11). All groups received 2-hr training sessions two times a week for 12 wk and then a 12-wk follow-up period that involved only regular therapy. Assessments included the Revised Dimensions of Mastery Questionnaire-Chinese version and the Parenting Stress Index. All groups showed significant changes in social persistence with adults, mastery pleasure, and general competence after the intervention. The two ROC training groups showed a significantly greater decrease in parenting stress than the control group. In addition, increased general competence of the ROC-Stand group also strongly correlated with decreased parent-child dysfunctional interaction. This RCT verifies the effectiveness of ROC training and offers a novel approach to increase children's mastery motivation and decrease parenting stress. What This Article Adds: Providing a large amount of active, exploratory experiences with goal-directed, moderately challenging tasks and cooperation with caregivers may result in the greatest benefits to young children with motor disabilities.

HABIT+tDCS: a study protocol of a randomised controlled trial (RCT) investigating the synergistic efficacy of hand-arm bimanual intensive therapy (HABIT) plus targeted non-invasive brain stimulation to improve upper extremity function in school-age children with unilateral cerebral palsy

IntroductionUnilateral spastic cerebral palsy (USCP) is characterised by movement deficits primarily on one body side. The best available upper extremity (UE) therapies are costly and intensive. Thus, there is an...

Swahili version of the Dimensions of Mastery Questionnaire: Adaptation and Psychometric Properties

Introduction. The current focus of empirical studies demonstrates the significance of mastery motivation in child development, academic achievement and school success. Consequently, it is critical to have reliable and valid tools to measure this important variable accurately. The Preschool version of the Dimensions of Mastery Questionnaire (DMQ) 18 has been validated in English, Hungarian, and Chinesem and translated to many other languages. This has opened cross-cultural and cross-ethnic studies among these countries. Method. In this study, we evaluate the psychometric properties of the Swahili version of the DMQ 18. Teachers and parents evaluated 397 preschool children recruited using a stratified random sampling technique from Kenya's counties. Results. Reliability was established by good internal consistency, construct reliability, test-retest and parallel forms reliability values. Factorial validity was proven by confirmatory factor analysis and this fitted the theoretical model quite well. Discussion and Conclusion. The Swahili Preschool Dimensions of Mastery Questionnaire was valid and reliable for collecting data in the Kenyan context and that of East Africa. This version compared well with other versions such as Hungarian, Spanish, Turkish, Persian and Indonesian.

Mastery motivation in Iranian parents and their children: A comparison study of their views

Context: The Dimensions of Mastery Questionnaire has been widely used to assess children's motivation to master skills and solve problems. Aims: The present study examined Iranian parents' views on the mastery motivation of their children compared with the children's views of their own mastery motivation.Setting and Design: This analytic cross-sectional and psychometric study was done in 2017-2018 in Iranian governmental regular schools in Sari, Babol (Mazandaran) and Tehran. 11 schools (5 Tehran, 3 Sari and 3 Babol) were selected based on cooperation and acceptance of the study. Materials and Methods: A convenience sampling of 114 families with schoolage children was invited to participate in the present study. Fathers (33.7%) or mothers (69.7%) and their 1115 yearold children (67% boys) filled the questionnaires; 42 parents and 33 children were asked to refill questionnaires after 2 weeks.Statistical Analysis Used: All data were analyzed using descriptive statistics, inferential internal consistency, and testretest reliability. Results: There was no difference between parent and child views on 3 out of 4 persistence subscales, but for all the emotional subscales plus general competence, children rated themselves higher than the parents rated them. The intraclass correlation coefficient of all domains and total score were significant (P 0.01). Conclusions: Pediatric rehabilitation professionals need to be aware that children and adults may differ in their view of the children's motivation. Disagreements should be discussed with parents and students. Specific treatment goals should be developed for the dimensions on which both parents and their children agree.

Mastery Motivation in Children at High Risk for Developmental Delays and Implications for Early Interventionists

Abstract Date Presented 03/28/20 This presentation will provide an overview of mastery motivation, examine population metrics of the Dimensions of Mastery Questionnaire (DMQ 18) for children at high risk for developmental delays, and provide recommendations for early interventionists or parents to assist in improving overall ability by encouraging mastery motivation. This research is most applicable to those in early intervention or OTs assessing infants or toddlers in NICU follow-up clinics. Primary Author and Speaker: Lily Gullion Contributing Authors: Patricia Blasco, Sage Saxton

Relationship between Mastery Motivation and Sensory Processing Difficulties in South Korean Children with Developmental Coordination Disorder.

The aim of this study was to identify the correlation between mastery motivation and sensory processing difficulties among South Korean children with developmental coordination disorder (DCD). Ninety-nine children aged 4–7 years with DCD participated. The Dimensions of Mastery Questionnaire was used to assess the mastery motivation of the children, and the Short Sensory Profile was used to assess the children's sensory processing difficulties. All subjects showed lower mastery motivation and definite differences in sensory processing. Mastery motivation was significantly correlated with sensory processing (r = −0.34, p = 0.01). Mastery motivation predicted 41.1% of the sensory processing. In particular, a negative reaction to failure in mastery situations scale (p < 0.01) and general competence compared to peers scale (p < 0.05) in mastery motivation were significant predictors. This study indicated that sensory processing difficulties and lack of mastery motivation were identified among children with DCD in South Korea. And the children with high mastery motivation show less difficulty in sensory processing. It is suggested to develop possible solution for higher mastery motivation to improve sensory processing of the children with DCD in South Korea.

Feasibility Study of a Therapeutic Mobility Summer Camp for Children with Severe Cerebral Palsy: Power Fun

Aim: Powered mobility has positive effects on development of children with limited independent locomotion, but many are deprived of this opportunity due to their limitations. This study aimed to evaluate the feasibility of Power Fun, a therapeutic summer camp, for students with severe cerebral palsy (CP).Methods: Five students with CP, ages 11–15, received personally adapted powered wheelchairs and participated daily in the camp. The camp ran five days a week during three weeks and included two mobility sessions daily. Assessments were conducted three weeks prior to the camp (T1), at baseline (T2), post-intervention (T3) and six weeks follow-up (T4). Measures used were Power Mobility Program (PMP), Assessment of Learning Power mobility use (ALP), Wheelchair Outcome Measure for Young People (WhOM-YP), Goal Attainment Scaling (GAS) and Dimensions of Mastery Questionnaire (DMQ).Results: All participants finished the camp. Outcome measures showed no change between T1-T2 but improved significantly (p<.05) after the intervention (T2-T3), and gains were maintained at T4 (Wilcoxon signed-rank test). Goals improved to slightly above the expected outcome (GAS average 0.11).Conclusions: Power Fun shows good feasibility and significant improvement in mobility skills and goals of children with severe CP. Further studies are warranted.

Participation in leisure activities in adolescents with congenital heart defects.

To describe leisure participation in adolescents with congenital heart defects (CHD) and identify factors associated with intensity of participation. Eighty adolescents with CHD were recruited (39 males, 41 females; mean age [SD] 15y 8mo [1y 8mo] range 11y 5mo-19y 11mo) of whom 78 completed the Children's Assessment of Participation and Enjoyment (CAPE) outcome measure of leisure participation. The measure has five subscales: recreational, active-physical, social, skill-based, and self-improvement. Associations between the CAPE and age, sex, and development were examined. Motor ability (Movement Assessment Battery for Children, Second Edition), cognition (Leiter International Performance Scale-Revised), behavior (Strengths and Difficulties Questionnaire), and motivation (Dimensions of Mastery Questionnaire) were assessed. Participants exhibited impaired motor (43.5%), behavioral (23.7%), and cognitive (29.9%) development. The most intense participation was in social (mean [SD] 3.3 [0.99]) and recreational (2.9 [0.80]) activity types on the CAPE. Male sex (p<0.05) and younger age were associated with greater physical activity (<15y: 1.87; ≥15y: 1.31, p<0.05). Greater engagement in social activities was related to better cognition (r=0.28, p<0.05), higher motor function (r=0.30-0.36, p<0.01), and fewer behavioral difficulties (r=-0.32 to -0.47, p<0.01). Cognitive ability (r=0.27, p<0.05), dexterity and aiming/catching (r=0.27-0.33, p<0.05), and behavior problems (r=0.38-0.49, p=0.001) were correlated with physical activity participation. Persistence in tasks, an aspect of motivation, correlated with physical (r=0.45, p<0.001) and social activity involvement (r=0.28, p<0.05). Ongoing developmental impairments in adolescents with CHD are associated with decreased active-physical and social engagement, putting them at risk of poor physical and mental health. Health promotion strategies should be considered. Adolescents with congenital heart defects (CHD) have limited engagement in active-physical leisure activities. Cognitive, motor, and behavioral impairments are associated with decreased participation in leisure in children with CHD. Female sex and older age are associated with less engagement in leisure. Mastery motivation correlates with participation, suggesting an avenue for intervention.

Application of cognition-belief-behavior oriented intervention model in patients with cerebral aneurysm embolism

Objective To explore the application effect of cognition-belief-behavior oriented intervention model in patients with cerebral aneurysm embolism. Methods By convenience sampling, a total of 200 patients with cerebral aneurysm embolism admitted in People's Hospital of Cangnan from January of 2016 to August of 2018 were selected as the research objects and divided into the study group (n=100) and control group (n=100) based on the random number table. The control group was given the traditional nursing intervention and the cognition-belief-behaviour oriented intervention was carried out in the study group. The effect of intervention was evaluated by Health Education Content Mastery Questionnaire and Quality Of Life Scale. Results After intervention, the mastery of health related education content in the study group was better than that in the control group, with statistical significance (P<0.05) . After the intervention, the scores of each dimension of Quality of Life Scale in the study group were higher than those in the control group, and the differences were statistically significant (P<0.05) . Conclusions The application of cognitive-belief-behavior-oriented interventions in patients with cerebral aneurysm embolism can improve their mastery of health related education knowledge and improve their quality of life. Key words: Cerebral aneurysm embolism; Cognition-belief-behaviour; Quality of life

Validating the Bangla version of the Dimensions of Mastery Questionnaire (DMQ-18) for preschoolers.

The Preschool version of the Dimensions of Mastery Questionnaire (DMQ-18) is a popular instrument to assess children's ability to master the environment through action or activity to explore, influence, or control the physical atmosphere. Although this instrument was originally developed in English, it has now been translated and validated in five other languages: Hungarian, Turkish, Chinese, Spanish, and Persian. As we notice a growing interest in research on the mastery motivation among Bangladeshi preschoolers, we have taken this effort to translate and validate the DMQ-18 and explore the factor structure of the Bangla version of this questionnaire. After translating all 39 items of the questionnaire into Bangla, it was administered on 206 children, aged 3 to 6 years, recruited randomly from ten preschools in Dhaka. The schools were selected randomly from the official list of preschools prepared by the Dhaka City Corporation. Class teachers of the respective children completed the questionnaire with the assistant of research assistants. The Bangla version of the questionnaire retained all 39 items, with seven factors as they were in the English version. The Bangla version shows sufficient reliability (Cronbach's alpha = 0.87; test-retest reliability = 0.89 for whole questionnaire and .79-.89 for sub-scales; inter-rater reliability = 0.88 for whole questionnaire and .79-.88 for sub-scales), and validity (correlated positively with the English version; r = 0.85). Due to its robust psychometric properties, the Bangla DMQ-18 is suggested to be used for Bangladeshi preschool children to assess their mastery motivation.

Investigation of the Effect of Social Skills Training on the Motivation Levels of Preschool Children

The study was carried out in order to determine the effect of the Skills Training applied to 48-60-month-old children attending pre-school education institutions on the children’s motivation levels. The study was conducted in a one-group pretest-posttest experimental design. The study group consisted of 16 children aged 48-60 months and attending a pre-school education institution. The study was planned in a one-group experimental design since there was no other equivalent group in terms of the characteristics of the experimental group. The “Personal Information Form” and the “Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children” were used as data collection tools in the study. In the study, the Social Skills Training Program was implemented to the children for 14 weeks and two days a week. The motivation levels of the children before and after the program were measured by the Wilcoxon signed-ranks test. As a result of the analyses, a significant difference was detected in favor of the post-test between the scores the children obtained before and after the Social Skills Training Program (p<0.05). In the permanence test conducted, it was determined that the effect of the program continued after the program. In other words, it was concluded that there was a significant difference in the motivation levels of the children who took the Social Skills Training Program and the effect of the program was permanent. By considering the contribution of social skills training programs to motivation in pre-school education institutions, their restructuring can be suggested. Awareness training can be provided to families on contributing to the motivation levels of children by supporting their social skills.

Effectiveness of Modified Constraint-Induced Movement Therapy Compared With Bimanual Therapy Home Programs for Infants With Hemiplegia: A Randomized Controlled Trial.

We examined the effectiveness of modified constraint-induced movement therapy (mCIMT) in treating infants with hemiplegic cerebral palsy and compared therapy outcomes with a nonconstraining bimanual therapy (BIM) of equal intensity. In a single-blinded randomized controlled trial, 33 infants with hemiplegia (mean corrected age = 11.1 mo, standard deviation = 2.2) received either mCIMT (n = 17) or BIM (n = 16). Both interventions included home programs encouraging the use of the affected hand during daily 1-hr play sessions for 8 wk. Outcome measures were administered pre- and posttreatment and included the Mini-Assisting Hand Assessment for babies and the Functional Inventory. At baseline, parents also filled out the Dimensions of Mastery Questionnaire. Both groups demonstrated a significantly large and equal improvement in hand and gross motor function posttreatment (p < .001) and high treatment compliance. mCIMT and BIM are equally effective methods for treating infants with hemiplegia.