學齡前發展遲緩兒童精熟動機水準及與氣質之關聯

The Levels of Mastery Motiva-tion in Preschoolers with De-velopmental Delay and Associa-tions with Temperament

背景與目的：精熟技能的動機與兒童能力及就學準備有重要關聯，發展遲緩兒童需要經常學習具挑戰性任務，了解發展遲緩兒童精熟動機特徵及影響動機的因素有助於促進學習。本研究目的為透過組間與組內差異比較，檢驗學齡前發展遲緩兒童的精熟動機特徵，以及檢驗氣質與精熟動機的關聯。方法：以85對親子為研究對象，其中40對為發展遲緩組，45對為典型發展組(兒童年齡為1.5 至 4.58 歲)。照顧者透過動機問卷評量所有兒童在認知物件、粗動作、社會互動領域及精熟愉悅、遇挑戰負向反應等動機指標；以個別化程序測量發展遲緩兒童的認知能力，並由照顧者以兒童早期行為問卷評量兒童的氣質。結果：發展遲緩兒童在大多數精熟動機指標皆顯著低於典型發展兒童；發展遲緩兒童展現較高的粗動作、與成人互動動機及精熟愉悅的組內動機優勢，兒童在外向騰動性及主動控制動的氣質，顯著正向預測這些動機優勢。結論：學齡前發展遲緩兒童有其精熟動機的脆弱性及內部優勢動機，而氣質與其精熟動機特徵有重要關聯。偵測發展遲緩兒童的動機與氣質將有助於發展促進其參與的策略。

 

Background and purpose: Mastery motivation makes important contributions to children’s competence and school readiness. Children with developmental delay need to learn challenging tasks, so understanding the characteristics of their mastery motivation and the factors associated with it might increase their engagement. The aims of this study were to examine the characteristics of mastery motivation in pre-schoolers with developmental delay, and, by intergroup and intragroup comparison, examine the associations between temperament and mastery motivation for pre-schoolers with developmental delay. Methods: Eighty-five child-caregiver dyads participated, with forty dyads in the developmental delay group and forty-five in the typical development group (age from 1.5 to 4.58 years). The Dimensions of Mastery Questionnaire was rated by caregivers to assess all children’s indicators of mastery motivation. cognitive/object, gross motor, social-interaction persistence with others, and expressive indicators of mastery of pleasure and negative emotions in reaction to challenges. The Early Children Behavior Questionnaire was completed by the caregivers to provide data on the children’s temperament, and cognitive ability was collected in the developmental delay group. Results: Children with developmental delay had lower levels of mastery motivation on most of the instrumental domains and indicators of the expressive aspect than conference group. They showed their strength on domains of gross motor, social interaction with adults, and mastery pleasure and surgency/extraversion and effortful control of temperament had posi-tive associations with their mastery motivation. Conclusion: Preschoolers with de-velopmental delay showed vulnerable in mastery motivation and their temperament have important associations with their mastery motivation. To detect children’s mastery motivation and temperament could be used to develop strategies to promote their engagement.