Abstract
This presentation will provide an overview of mastery motivation, examine population metrics of the Dimensions of Mastery Questionnaire (DMQ 18) for children at high risk for developmental delays, and provide recommendations for early interventionists or parents to assist in improving overall ability by encouraging mastery motivation. This research is most applicable to those in early intervention or OTs assessing infants or toddlers in NICU follow-up clinics.
Primary Author and Speaker: Lily Gullion
Contributing Authors: Patricia Blasco, Sage Saxton
This study examines the Dimensions of Mastery Questionnaire (DMQ 18) (Morgan, et al., 2017) assessment as a measure of mastery motivation for children at high risk for developmental delays. Mastery motivation is a developmental construct manifested in behavior when the child attempts to accomplish a task that is difficult for him or her (Keilty, Blasco, & Acar, 2016). Mastery motivation correlates to development, achievement, and cognition, and is recommended as part of a full developmental assessment (Phillips & Shonkoff, 2000). The DMQ 18 is an assessment which is available in infant, preschool, and school aged versions to evaluate a child’s mastery motivation, and it has been determined to produce reliable and valid information (Józsa, & Morgan, 2014). Some research has shown that infants born premature score lower on mastery motivation assessment than their typically developing peers (Morgan, et al., 2017).
Participants include 233 children between three months and three years with no known syndrome, genetic disorder, or diagnosed disability evaluated in a Neonatal Intensive Care Unit follow-up clinic. These children were tested using the Bayley Scales of Infant and Toddler Development (BSID-III) and the DMQ 18, and additional data (ethnicity, Early Intervention involvement, etc) is accessed by chart review as part of a larger longitudinal data set. We use retrospective qualitative analysis to provide updated information on validity and reliability of DMQ 18 for a prematurely born sample, which is then divided into low birth weight (LBW) and very low birth weight (VLBW) groups. We also identify possible factors (parent education, sex, scores on assessments) to understand differences in Early Intervention enrollment. Data was analyzed using IBM SPSS Statistics using regression models to examine relationships between birthweight categories and assessment measures (DMQ 18, BSID-III).
Main results indicate that there are multiple significant correlations between the BSID-III and DMQ 18 scales for infants and toddlers. In addition, infants’ birthweights are statistically significant on the DMQ 18 scales, showing decreased mastery motivation skills proportional to low birthweight. Birthweight is the single predictor of early intervention enrollment for infants but not for toddlers. These results highlight the correlations between mastery motivation and future school and adaptive skills. Therefore, infants seen in NICU follow up clinics should be assessed using the DMQ 18 as part of a comprehensive developmental evaluation. Further, this research provides intervention strategies to promote the development of mastery motivation, including scaffolding, highly reactive toys, and environmental modifications.
Morgan, G. A., Liao, H. F., Nyitrai, Á., Huang, S. Y., Wang, P. J., Blasco, P., ... & Józsa, K. (2017). The revised Dimensions of Mastery Questionnaire (DMQ 18) for infants and preschool children with and without risks or delays in Hungary, Taiwan, and the US. Hungarian Educational Research Journal, 7(2), 48-67. DOI:10.14413/HERJ/7/2/4
Keilty, B., Blasco, P. M., & Acar, S. (2016). Re-conceptualizing developmental areas of assessment for screening, eligibility determination and program planning in early intervention. Journal of Intellectual Disability-Diagnosis and Treatment, 3(4), 218-229. DOI: http://dx.doi.org/10.6000/2292-2598.2015.03.04.8
Phillips, D. A., & Shonkoff, J. P. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
Jozsa, K., & Morgan, G. A. (2014). Developmental changes in cognitive persistence and academic achievement between grade 4 and grade 8. European Journal of Psychology of Education, 29(3), 521-535. DOI 10.1007/s10212-014-0211-z