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Details for article 5 of 5 found articles
| Title: |
Mastery Motivation: Definition and Measurement |
| Author: |
Morgan, George A. Harmon, Robert J. Maslin-Cole, Christine A. |
| Appeared in: |
Early education and development |
| Paging: | Volume 1 (1990) nr. 5 pages 318-339 |
| Year: |
1990-07-01 |
| Contents: |
This paper presents a working definition of mastery motivation which has evolved from our research with infants and young children over the past two decades. We define mastery motivation as a psychological force that stimulates an individual to attempt independently, in a focused and persistent manner, to solve a problem or master a skill or task which is at least moderately challenging for him or her. After describing key features of this definition, we discuss three conceptual issues: 1) the distinction between mastery motivation and cognitive competence, 2) developmental transitions in mastery motivation, and 3) the breadth of the concept. The paper concludes with a long section on assessing mastery motivation. Persistence at tasks is the main measure of the strength of the child's mastery motivation. Our structured task procedure, for 15- to 36-month-old children, attempts to disentangle mastery motivation and competence. We have also developed a questionnaire to assess mastery motivation in general and in five specific behavioral domains: social, symbolic, combinatorial, means-end, and gross motor. We believe that our definition helps to clarify the concept of mastery motivation and that our assessment procedures will facilitate future research. |
| Publisher: |
Routledge |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 5 of 5 found articles
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