第二十屆 預測全面性發展遲緩幼兒之精熟動機的早期兒童和家庭因素 Early Child and Family Factors Predict Later Mastery Motivation in Young Children with Global Developmental Delays

預測全面性發展遲緩幼兒之精熟動機的早期兒童和家庭因素

 Early Child and Family Factors Predict Later Mastery Motivation in Young Children with Global Developmental Delays

汪佩蓉^1* 廖華芳^2,3 George A. Morgan⁴ 陳麗秋⁵ 康琳如^6,7 黃靄雯^6,7 盧璐⁸

Pei-Jung Wang¹ Hua-Fang Liao^2,3* George A. Morgan ⁴ Li-Chiou Chen⁵ Ling-Ju Kang^6,7 Ai-Wen Huang^6,7, Lu Lu⁸

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

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

^*Corresponding author

Background and Purpose: Mastery motivation is an under-assessed resiliency factor that helps all children achieve their potential, and should be included as part of a child’ s evaluation. Furthermore, mastery motivation significantly mediated the relationship between early maternal teaching behavior and later children’s cognitive, gross motor and fine motor abilities in preschoolers with delays. Most of previous studies are cross-sectional design and, it was unclear whether child and family factors predicted mastery motivation in young children with delays during the early years. The purpose of this research was to longitudinally investigate whether early child and family factors predict later mastery motivation in children with global developmental delay (GDD). Methods: Fifty-six children with GDD (aged 24-43 months) and their mothers participated in a 6-month longitudinal study [Time 1 (T1): study entry; Time 2 (T2): 6-month follow up). We assessed child factors [age, gender, behavior problems, developmental quotients (DQs), participation intensity in daily activities], family factors (socioeconomic status, numbers of children in a family, and maternal factors (education levels, stress, teaching behaviors) using the standardized measures and questionnaires at T1. The main outcome measures were the revised individualized moderately challenging tasks (task persistence) and the Dimension of Mastery Questionnaire rated by their mothers (perceived persistence; perceived anger/frustration) at T2. Children were tested using the Comprehensive Developmental Inventory for Infants and Toddlers (cognitive, fine motor and social DQs) and the Assessment of Preschool Children’s Participation (participation intensity). Correlation was used to examine possible predictors, and hierarchical multiple regression was used to determine best predictors of children’s mastery motivation 6 months later (p<.05, two-tailed). Results: Child fine motor DQ and their participation intensity were significant predictors of task persistence after 6 months later. The best predictors of total perceived persistence were high children’s social DQ, participation intensity in daily activities, and low maternal education level. Children who had less number of siblings and high participation intensity in their daily activities expressed more perceived anger or frustration when failing to complete challenging tasks. 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. Different child and family factors predicted task and perceived mastery motivation respectively. Early interventionist should focus on family-centered approaches and enhance children’s participation in daily activities to support their mastery motivation development in addition to child developmental abilities. (392/1000)

Keywords: motivation. development, participation, developmental delay, young children