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作家 / 早療論文大會 報導
林千琳1、汪佩蓉2*
Chien-Lin Lin1, Pei-Jung Wang2*
1中國醫藥大學附設醫院復健醫學部、
2亞洲大學物理治療學系
1Department of Physical Medicine and Rehabilitation, China Medical University Hospital, Taichung, Taiwan,
2Department of Physical Therapy, Asia University, Taichung, Taiwan *corresponding author
Background and Purpose：Child temperament and mastery motivation are key factors for future child cognitive and social competence. Children’s mastery motivation has been identified as a motivation to master tasks that are at least moderately challenging for the child, even if unsuccessful; thus, it is different from skillfulness or ability. Temperament is defined as the inherent and relatively stable characteristics of a child’s behavior, emotions, and reactions to stimuli in their environment. Executive function is referred as cognitive processes required for goal-directed behavior and are generally considered to encompass several cognitive capacities, such as working memory and inhibit control. However, to date, few studies have investigated group comparison of temperament characteristics in children with and without global delays. The relationships of child mastery motivation and temperament with executive function have rarely been examined by previous studies. Therefore, two purposes of this study were: 1) to compare temperament characteristics in children with GDD and TD; 2) to explore the relationship among child temperament, mastery motivation, and executive function in GDD and TD groups.
Methods：This study design was cross-sectional. We recruited each 26 children with GDD aged 2 to 5 years from central area of hospital and clinics. And then, 26 children with TD were recruited from the advertisement, day care center, or kindergarten. The participants were invited to our laboratory in order to conduct child development assessment using the Comprehensive Developmental Inventory for Infants and Toddlers, and their mothers were asked to fill in questionnaires, including the revised Dimension of Mastery Questionnaire (DMQ 18) with preschool version to assess mastery motivation (cognitive, gross motor, social persistence), the Child Behavior Questionnaire-Short Form to obtain three dimensions of child temperament (surgency/extraversion, negative affect, effortful control), and the Behavior Rating Inventory of Executive Function with preschool version (BRIEF-P) to assess executive function (inhibitory control, shift attention, emotional control, and working memory, plan/organization). Paired t test was used to examine group difference, and correlations were used to examine association. (p<.05, two-tailed).
Results： We found that young children with GDD showed higher extraversion and lower effortful control than those with TD (t = 2.10 to 4.21, P <.05), but no group difference in negative affect. For young children, child developmental status, mastery motivation, and extraversion significantly associated with overall executive function skills (β = -.41 to .48, P <.05). It indicated that young children with better developmental status, high persistence, and lower extraversion showed better overall executive function skills.
Conclusion： Young children with GDD showed low effortful control and high extraversion of temperament characteristics than children with TD. For young children, child developmental status, extraversion, and mastery motivation significantly associated with overall executive function skills. From the perspective of early childhood education/intervention, early childhood educators/clinicians should identify children’s strengths and areas of growth in mastery motivation and developmental domains. Early childhood educators/clinicians also should understand child temperamental characteristics to promote their learning engagement in daily activity in their natural settings.
Keywords：Mastery motivation, Temperament, Executive function, Developmental delay, Child development.
