第22屆 全面性發展遲緩兒童的任務和感知精熟動機之預測因子:前瞻性研究

全面性發展遲緩兒童的任務和感知精熟動機之預測因子:前瞻性研究

Different Predictors for Later Task and Perceived Mastery Motivation in Young Children with Global Developmental Delays-Prospective Study 

汪佩蓉^1* 廖華芳^2,3 陳麗秋⁴ 康琳如^5,6 黃靄雯^5,6 盧璐⁷ George A. Morgan⁸

Pei-Jung Wang^1* Hua-Fang Liao^2,3 Li-Chiou Chen⁴ Ling-Ju Kang^5,6 Ai-Wen Huang^5,6 Lu Lu⁷ George A. Morgan⁸

¹亞洲大學物理治療學系、²台灣大學醫學院物理治療學系暨研究所、³台灣ICF學會、⁴輔英科技大學物理治療系⁵長庚大學醫學院早期療育研究所、⁶林口長庚紀念醫院復健醫學部⁷台灣大學附設醫院復健醫學部、⁸科羅拉多州立大學教育和人類發展學系

¹Department of Physical Therapy, Asia University, Taichung, Taiwan, ²School and Graduate Institute of Physical Therapy, National Taiwan University, Taiwan, ³Taiwan Society of ICF, Taipei, Taiwan, ⁴Department of Physical Therapy, Fooyin University, Kaohsiung, Taiwan, ⁵Graduate Institute of Early Intervention, College of Medicine, Chang Gung University, Tao-Yuan, Taiwan, ⁶ Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Linkou, Tao-Yuan, Taiwan, ⁷ Institute of Epidemiology and Preventive Medicine, College of Public Health, National Taiwan University, Taipei, Taiwan, ⁸Education and Human Development, Colorado State University

Background and Purpose: Mastery motivation has been identified as a key developmental concept, which should be included as part of a child evaluation. Two measures with adequate reliability and validities have been frequently used in previous studies: Dimensions of Mastery Motivation Questionnaire (DMQ) to measure perceived motivation and the individualized moderately challenging mastery tasks (IMoT) to measure task motivation. Previous studies have demonstrated that children with delays showed lower perceived motivation than those with typical development, but there were no significant differences in task motivation. According to previous literature, prediction of later task and perceived mastery motivation from early child and family factors were different in young children with global developmental delays (GDD). To our knowledge, few prospective study was to examine the predictors for later task and perceived motivation. Thus, the aims of this study were to investigate different child and family factors for predicting task or perceived motivation in young children with global developmental delays (GDD).

Methods: Fifty-three dyads of children with GDD (aged 24 to 42 months) were assessed two times, at study entry and 6-month later. Two main outcome measures were the revised individualized moderately challenging tasks (task motivation) and the Dimension of Mastery Questionnaire rated by their mothers (perceived motivation). We assessed child factors [age, sex, developmental age (DA), participation diversity and intensity, problem behaviors, NCATS child behaviors], and family factors (socioeconomic status, maternal education level and numbers of children in a family, NCATS maternal behaviors, maternal stress, perceived child ability,) using the demographic survey, standardized measures and questionnaires. Children were tested using the Comprehensive Developmental Inventory for Infants and Toddlers (cognitive, fine motor and social DAs). Mothers of children with GDD were asked to rate different questionnaires, including the Assessment of Preschool Children’s Participation, the Parenting Stress Index-Short Form, and the Child Behavior Checklist. We also used the Nursing Child Assessment Teaching Scale to measure quality of maternal and child behaviors in teaching context. Correlation was used to examine possible predictors, and stepwise regression was used to determine best predictors of children’s mastery motivation 6 months later (p<.05 two-tailed>  

Results: Child fine motor DA (β = -.35, pβ = .23, pβ = -.39, p

Conclusion: Children’s participation in daily activities seems to be as important as child developmental abilities for enhancing later mastery motivation in young children with GDD. Child fine motor ability predicted later task motivation better than other family predictors; child participation and maternal education predicted later perceived motivation better than child predictors. Early interventionists should focus on family-centered approaches and promote children’s participation in daily activities to enhance their mastery motivation development in addition to child developmental abilities.

Keywords: Developmental delay, Motivation, Child development, Participation, Child Behaviors