第十二屆 動作遲緩幼兒的精熟動機真的比一般幼兒較差嗎?

Do Toddlers With Motor Delays Really Have Lower Mastery Motivation Than Typically Developing Toddlers?
 
1汪佩蓉、2George A. Morgan、3黃靄雯、1,4廖華芳
Pei-Jung Wang1, George A. Morgan2, Ai-Wen Hwang3, Hua-Fang Liao1,4

1台灣大學醫學院物理治療學系暨研究所、 2科羅拉多州立大學教育和人類發展系、3長庚大學早期療育研究所、 4台灣大學醫學附設醫院復健部物理治療技術科
1School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taipei, Taiwan, 2Education and Human Development, Colorado State University Fort Collins, Colorado, USA, 3Graduate Institute of Early Intervention, Chang Gung University, 4Division of Physical Therapy, Department of Physical Medicine and Rehabilitation, National Taiwan University Hospital, Taipei, Taiwan

Background and Purpose: Mastery motivation (MM) is a predictor of performance of daily activities, and better precursor of later cognitive function than standardized children’s developmental quotients for young children with developmental delays. The aim of this study was to examine differences in object MM and expressive MM between toddlers with motor delays (MD) and toddlers developing typically (DT), matched on mental age. 
Methods: 24 children with MD aged 24- 47 months and 24 children DT aged 15- 29 months were recruited for a matched case-control study. Object MM (Object Persistence) and Expressive MM (Mastery Pleasure) were measured by the Dimension of Mastery Questionnaire (DMQ) and structured tasks on the same day. The mothers of children filled out the DMQs to rate the degree of mastery motivation based on their perception in daily life. Structured tasks with two types of tasks (Puzzles, Cause-Effect toys) with moderately challenging level for each individual child were conducted by a tester in a laboratory setting and recorded by videos. The mastery motivation of the structured tasks was coded according to the children’s behaviors demonstrated on the video by the tester who has been trained and did not know the results of the DMQ. Paired t tests were used to examine the differences in object MM between two matched groups, and Wilcoxon signed rank tests were used for differences of expressive MM (α=0.05; two-tailed). 
Results: Children with MD were rated lower on DMQ object MM than the DT group by their mothers (p < 0.001), but did not demonstrate significantly lower persistence during 2 types of structured tasks (p= 0.39, 0.86 respectively). There were no significant differences in expressive MM between the two groups on either measure (p = 0.05, 0.48, 0.57 respectively). Conclusions: Children with MD might not really be impaired in object persistence and mastery pleasure compared with mental age matched DT group. To provide tasks with appropriate difficulty level during intervention is important for mastery motivation enhancement. 

Key words: mastery motivation, motor delay, structured tasks, young children