Mastery Motivation Research Articles

Subject Specific Mastery Motivation in Moldovan Middle School Students.

Given the crucial role of mastery motivation in the cognitive development of children, the present study investigates subject-specific mastery motivation in the multilingual educational system of the Republic of Moldova. We applied cross-sectional data from fifth, seventh, and ninth graders studying either in the Romanian (n = 583) or Russian (n = 353) language using the Subject Specific Mastery Motivation Questionnaire (SSMMQ). To ensure the validity of the comparison of latent mean differences, the Romanian and Russian versions of SSMMQ were validated and measurement invariance of the constructs across language, grade, and gender was assessed. The full scalar invariance across grades and gender and the partial scalar invariance across language held. Thus, a comparison of latent mean differences across these three groups is plausible. The findings proved that there was no difference between the Romanian and Russian samples, but we found girls self-rated themselves significantly higher than boys in the Reading, Art, and Music mastery motivation scales. Results with respect to the comparison of latent mean differences between the grade levels demonstrated that the Reading mastery motivation of the Moldovan students stayed stable from fifth to ninth grades, whereas Art had a constant declining path.

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

Association Between Children’s Home Play Opportunity and School Readiness: Object and Social Mastery Motivation as Mediators?

ABSTRACT This study investigated the direct relationship between home play opportunity and prospective school readiness, and the indirect relationships as mediated through object and social mastery motivation among Hong Kong Chinese kindergarten children. Participants were 106 local children (44.4% girls, mean age = 60.0 months) and their parents and teachers. Parents reported the demographic information and children’s home play opportunity at time 1 (beginning of the school year), whereas children’s object mastery motivation, social mastery motivation, and school readiness were reported by their teachers at time 2 (six months later). Research Findings: Results from the path analytic model revealed that children’s home play opportunity significantly predicted their object mastery motivation, but not social mastery motivation or school readiness. Both object and social mastery motivation were positively associated with school readiness. Furthermore, the indirect relationship between home play opportunity, object mastery motivation, and school readiness was significant, but the one via social mastery motivation was non-significant. Practice or Policy: The findings highlight the collective roles of object and social mastery motivation in predicting children’s school readiness. The results also suggest the desirability of providing kindergarten children with a varied and accessible home play environment which may promote their mastery motivation and school readiness.

Comparative study of Russian- and Romanian-speaking students’ mastery motivation in the Republic of Moldova

Recent empirical research has demonstrated the importance of mastery motivation in child development. Therefore, it is essential to have valid and reliable instruments to measure this variable. The Dimensions of Mastery Questionnaires (DMQ 18) was validated in English, Hungarian, Chinese and Spanish. In this article, we evaluate the psychometric properties of Romanian and Russian versions of DMQ 18 that were piloted simultaneously. The study sample consisted of 315 fifth-grade students studying in Russian language schools or Romanian language schools. Reliability of these two versions was demonstrated by good internal consistency. Factor analysis that fits well the theoretical dimensions provided evidence of construct validity. Moreover, this publication presents a comparative ethnic study of Russian- and Romanian-speaking school-aged students from the Republic of Moldova and highlights ethnic differences in mastery motivation as perceived by students.

General surgery resident motivation: the effect of formative compared to summative simulated skills assessments

Surgical residents undergo numerous summative and formative assessments throughout training. However, it is unknown how perceptions of assessment intention and use impact trainee motivation and subsequent performance outcomes. We use goal orientation theory to explore how resident perception of assessment type influences motivation levels. We conducted a prospective cohort study of general surgery residents’ motivation, with residents completing an electronic survey before a simulated surgical skills assessment. Items included resident perception of assessment type (formative vs summative), motivation scores (average of responses, 1 = Strongly Disagree to 5 = Strongly Agree), and post-graduate year (PGY). Mastery and performance motivation scores were compared based on perceived assessment type and PGY level. Sixty of 63 residents (RR = 95%) completed the survey. Residents who felt the assessment was formative had significantly higher mastery motivation scores than those who felt it was summative (mean = 4.1 vs 3.4, p = 0.006). Motivation scores varied significantly between residents of differing PGY levels, specific to mastery motivation (p < 0.001) with no differences seen in performance motivation. PGY1 and PGY3 residents had significantly higher mean mastery motivation scores than PGY5 residents (PGY1: 4.4, PGY3: 4.0 vs PGY5: 2.8, p < 0.01). Trainees who believe they are completing a skills assessment with the goal of skill development are more likely to indicate they are motivated to master the skill. Further, we demonstrate that more junior trainees exhibit higher mastery motivation than chief residents.

Development and Application of FOCUS App for Assessment of Approaches to Learning in 3–8-Year-Old Children in Kenya: A Design-Based Research Approach

Performance-based tools to assess school readiness domains such as Approaches to Learning are lacking in Low and Middle-Income Countries such as Kenya. This study aims to develop the Kenyan version of the FOCUS app (Finding Out Children's Unique Strengths), a game-like computer tablet assessment of two Approaches to Learning domains: mastery motivation and executive functions. We used a design-based research approach to develop and validate the FOCUS app, initially designed for the US and Hungarian Cultures, to suit the Kenyan context. We later followed children longitudinally from preschool to grade 1, to assess the applicability of the FOCUS app to the two grade levels. Results showed that the FOCUS app is valid and reliable. There was no significant difference in mastery motivation between the two waves. The FOCUS App can complement other school readiness tools to assess Approaches to Learning as one of the strategies to enhance school and life success.

The development and prediction of young children's behavioral mastery motivation

The goal of this study was to investigate the development of young children's goal-directed behaviors in challenging settings––an important behavioral component of mastery motivation – and to examine the relations of maternal warmth and control to its trajectory from toddlerhood to preschool age. A behavioral component of mastery motivation was observed during children's (N = 251, 140 boys) increasingly challenging cognitive tasks at 18, 30, 42, and 54 months of age. Maternal warmth and assertive physical control were observed in both the challenging cognitive task and a challenging social task (i.e., clean-up task) at 18 months. A latent basis growth curve was identified, which suggested that this aspect of children's mastery motivation increased at different speeds from 18 to 54 months. Specifically, it increased 25% of the overall change between 18 and 30 months, increased only 2% between 30 to 42 months, and then increased by 73% from 42 to 54 months. Maternal high warmth and low assertive physical control during the challenging cognitive task were related to a higher initial intercept but a slower increasing slope of this aspect of mastery motivation over time. In a somewhat similar manner, in the challenging social task, maternal high warmth and low maternal assertive physical control were at least marginally related to a high initial intercept, but the two maternal behaviors were unrelated to the slope. This study is one of the first to identify the longitudinal developmental trajectory of this behavioral component of mastery motivation in very young children, and the results point to the importance of reducing maternal assertive physical control across contexts to foster the early development of mastery motivation.

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.

The Mediating Effects of Child Mastery Motivation on the Relationship Between Parenting and Children’s Readiness to Learn: A Structural Equation Analysis

The focus of the study was to explore how parenting and children’s motivation to learn would influence preschool children’s readiness to learn at school. Two-hundred-thirty-two mother-father dyads reported on their socioeconomic status (SES), child rearing practices and perceptions of their preschool age children’s mastery motivation (gross-motor persistence, object persistence, social symbolic persistence, and mastery pleasure). The preschool teachers reported on children’s readiness measured by five domains (physical well-being, emotional maturation, social competence, language and cognitive competence and communication and general knowledge) and children’s mastery motivation. Structural equation modeling (SEM) analyses revealed that mastery motivation in children was a significant and a positive predictor of children’s school readiness; and the effects of parenting was mediated by mastery motivation.

دافعية الاتقان لدى تدريسي اقسام علوم الحياة

The aim of the research is to identify the mastery motivation among the teaching of biology departments. The research was determined by teaching the biology departments in the universities (Al-Qadisiyah, Kufa, Babylon, Karbala, Al-Muthanna), and for the academic year (2021-2022). The descriptive research method was adopted, and the sample size was (187) Teaching and teaching in the departments of biology, were chosen randomly. The two researchers prepared a tool to achieve the objectives of the research. It is a measure of mastery motivation, which in its final form consisted of (30) items, and the items were divided into five areas according to the theory of (1990 et al &amp; Morgan). The stability of the scale using Cronbach’s alpha coefficient, whose value is (). The research tool was applied, and the data was statistically analyzed and processed using Microsoft Excel, and the Statistical Portfolio for Social Sciences (SPSS) program, and the following results were reached. Also, there are no statistically significant differences attributable to gender, and there are no statistically significant differences attributed to the scientific title, and based on the results that have been reached, the researchers present a set of recommendations Key words: Mastery motivation , Department teacher of biology

Toddlers&amp;rsquo; anxiety predicts their creativity at the age of five: The chain mediation effects of general cognition and mastery motivation

Toddlers&amp;rsquo; anxiety predicts their creativity at the age of five: The chain mediation effects of general cognition and mastery motivation

A Weight and Meta-Analysis on the Academic Achievement of High School Students

Understanding the determinants of academic achievement (AA) is crucial for virtually every stakeholder interested in personal development and individual and societal wellbeing. Extensive research in several areas, such as education, economics, or psychology, has addressed this topic, identifying a vast number of determinants that impact high school students’ AA. In this work, we perform a meta-analysis, including a weight analysis of 49 quantitative studies that investigate this topic, exploring the best predictors of high school students’ academic success. We also explore moderation effects. Our results show that academic self-efficacy and socioeconomic status are the best predictors of AA, and they are statistically significant. Other statistically significant predictors, albeit less common in the analyses, are mastery avoidance, motivation, sleep habits, and work avoidance. Implications for theory and practice and directions for future research are discussed.

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.

Effect of Mirror Intervention Program on Hand Activity, Mastery Motivation and Self-Esteem among Children with Cerebral Palsy

Effect of Mirror Intervention Program on Hand Activity, Mastery Motivation and Self-Esteem among Children with Cerebral Palsy

An investigation of item, examinee, and country correlates of rapid guessing in PISA

The objective of the present study was to investigate item-, examinee-, and country-level correlates of rapid guessing (RG) in the context of the 2018 PISA science assessment. Analyzing data from 267,148 examinees across 71 countries showed that over 50% of examinees engaged in RG on an average proportion of one in 10 items. Descriptive differences were noted between countries on the mean number of RG responses per examinee with discrepancies as large as 500%. Country-level differences in the odds of engaging in RG were associated with mean performance and regional membership. Furthermore, based on a two-level cross-classified hierarchical linear model, both item- and examinee-level correlates were found to moderate the likelihood of RG. Specifically, the inclusion of items with multimedia content was associated with a decrease in RG. A number of demographic and attitudinal examinee-level variables were also significant moderators, including sex, linguistic background, SES, and self-rated reading comprehension, motivation mastery, and fear of failure. The findings from this study imply that select subgroup comparisons within and across nations may be biased by differential test-taking effort. To mitigate RG in international assessments, future test developers may look to leverage technology-enhanced items.

Mastery Motivation among Students of the Department of History at the Faculty of Education, Wasit University

Mastery Motivation among Students of the Department of History at the Faculty of Education, Wasit University

THE INFLUENCE OF HIGHER ORDER THINKING SKILLS, VOCABULARY MASTERY AND READING MOTIVATION ON READING COMPREHENSION ACHIEVEMENT

This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%.

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.

Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals

Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals

The Stability of Mastery Motivation and its Relationship with Motor Competence Influenced by Gender in Preschoolers

Mastery motivation (intrinsic drives to explore and master one’s environment) is a key aspect of development in children.