Neiger O1
1Bar-Ilan-University, Child Developement, Ramat Gan, Israel
Background: ´Mastery motivation´ is a multi-faceted psychological force, which drives the individual to gain control over skills or complete challenging missions. It is comprised of an instrumental component which measures the strength of motivation to face or complete a task and an expressive component which relates to the emotional affects that accompany the challenge.
Purpose: The goal was to determine to what level intera- and inter-personal factors influence ´Mastery motivation´ and to which degree they are foreseeable and controllable.
Methods: 30 preterm and 20 full term toddlers were tested using the Griffith test (performance assessment). The evaluation was carried out through a series of questionnaires including an examiner questionnaire and a parent questionnaire for assessing ´Mastery motivation´.
The study is based on the ecological approach that explains interactions between the individual and surrounding environments. The questionnaire uses a temperament, sensory regulation, and demographic ratings adapted specifically for this study.
Results: The study shows that parents of pre-term toddlers had a higher assessment of their child´s mastery motivation than parents of full term toddlers. On the other hand, physical therapists assigned to the toddlers assessed full term toddlers as having a higher score than pre-term toddlers. A coloration between motivation to complete tasks and temperament was found only amongst full-term toddlers.
Conclusion(s): ´Mastery Motivation´ is an assessment tool for diagnosis and treatment.
In the study, there was a difference between parental assessment of premature infants and a trained examiner. Full term toddlers showed more maturity in coping with tasks. Temperament also has an impact on motivation, especially in the competence component of full term toddlers. These findings show that ´Mastery Motivation´ can be a focal point in treatment and evaluation of physical therapy and progress assessment.
Implications: ´Mastery Motivation´ includes the desire to control the external and internal environments and is accompanied by the pleasure of discovering new abilities. Such motivation and progress depends on positive feedback from the environment which leads to the development of a sense of personal competence and gives the individual the experience of independence. The addition of motor components to control the assessment of the child´s achievements can serve as a direction for therapeutic intervention in physiotherapy.
Keywords: Mastery Motivation, Competence, tempreament
Funding acknowledgements: -none.
Purpose: The goal was to determine to what level intera- and inter-personal factors influence ´Mastery motivation´ and to which degree they are foreseeable and controllable.
Methods: 30 preterm and 20 full term toddlers were tested using the Griffith test (performance assessment). The evaluation was carried out through a series of questionnaires including an examiner questionnaire and a parent questionnaire for assessing ´Mastery motivation´.
The study is based on the ecological approach that explains interactions between the individual and surrounding environments. The questionnaire uses a temperament, sensory regulation, and demographic ratings adapted specifically for this study.
Results: The study shows that parents of pre-term toddlers had a higher assessment of their child´s mastery motivation than parents of full term toddlers. On the other hand, physical therapists assigned to the toddlers assessed full term toddlers as having a higher score than pre-term toddlers. A coloration between motivation to complete tasks and temperament was found only amongst full-term toddlers.
Conclusion(s): ´Mastery Motivation´ is an assessment tool for diagnosis and treatment.
In the study, there was a difference between parental assessment of premature infants and a trained examiner. Full term toddlers showed more maturity in coping with tasks. Temperament also has an impact on motivation, especially in the competence component of full term toddlers. These findings show that ´Mastery Motivation´ can be a focal point in treatment and evaluation of physical therapy and progress assessment.
Implications: ´Mastery Motivation´ includes the desire to control the external and internal environments and is accompanied by the pleasure of discovering new abilities. Such motivation and progress depends on positive feedback from the environment which leads to the development of a sense of personal competence and gives the individual the experience of independence. The addition of motor components to control the assessment of the child´s achievements can serve as a direction for therapeutic intervention in physiotherapy.
Keywords: Mastery Motivation, Competence, tempreament
Funding acknowledgements: -none.
Topic: Paediatrics; Health promotion & wellbeing/healthy ageing
Ethics approval required: Yes
Institution: Bar-Ilan University
Ethics committee: Tel-Hashomer, Safra childrens Hospital
Ethics number: n/a
All authors, affiliations and abstracts have been published as submitted.
