第23屆 探究有無全面性發展遲緩兒童的精熟動機和執行功能之相關

探究有無全面性發展遲緩兒童的精熟動機和執行功能之相關
Relationship between mastery motivation and executive function in young children with global developmental delays 

林千琳¹ 汪佩蓉^2*
Chien-Lin Lin¹ Pei-Jung Wang^2*

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

Background and Purpose: Mastery motivation has been identified as a key developmental concept, which should be included as part of a child evaluation. Mastery motivation stimulates children’s independent attempts to master tasks that are at least moderately challenging for him or her, even if unsuccessful; thus, it is different from skillfulness or ability. The domains of mastery motivation included object-oriented/cognitive, gross motor, and social domains. Executive function is referred as “umbrella tern” because it encompasses multiple functions of brain related to cognitive constructs such as self-regulation and mastery motivation. Whether there was group difference executive function between young children with global developmental delay (GDD) and with typical development (TD) was unclear. The relationship of child mastery motivation with executive function has rarely been examined by previous studies. Therefore, two purposes of this study were: 1) to investigate differences in executive function between young children with GDD and those with TD; 2) to examine the relationship between 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), and 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). Independent t test was used to examine group difference, and correlations were used to examine association. (p<.05 two-tailed>  

Results: We found that all five BRIEF scale scores in inhibitory control, shift attention, emotional control, and working memory as well as plan/organization were found to be higher in children with GDD. The higher score of BRIEF indicated lower executive function ability, so children with GDD showed lower executive function abilities than those with TD (t = 2.20 to 5.53, P <.05 for both gdd and td groups dmq cognitive persistence was negatively associated with bref working memory>r = -.38 to -.59, P <.05 it indicated that young children with high cognitive persistence showed better working memory function.>

Conclusion: Young children with GDD showed low executive function skills than children with TD. For young children with GDD and TD, cognitive-oriented mastery motivation significantly associated with working memory in both groups. Therefore, how to work cooperation with parents to enhance cognitive domain of mastery motivation in order to facilitate development of executive function is important for early interventionists during early intervention service.

Keywords: Developmental delay, Motivation, Executive function, Child development.