University of Louisville
The Development of Mastery and Performance Motivation in Young Children
Institution
University of Louisville
Faculty Advisor/ Mentor
Barbara Burns
Abstract
Mastery and performance patterns were examined in response to failure in 65 preschool children using a puzzle-failure task. Age differences were examined between 3- and 4- year-old children by motivation type as well as differences in a composite helplessness score. Finally, regression analysis was used to examine the effect of mastery experiences, defined by age and skill level, on the helplessness composite score. Both performance-and mastery-oriented response patterns were present in the sample. Independent samples t-tests supported differences in age, with older children demonstrating more mastery-oriented patterns. Regression analysis supported the third hypothesis that the amount of mastery experiences predicted helplessness levels. These findings replicate previous studies of mastery motivation in a younger age group and emphasize the importance of mastery experiences in leading to adaptive motivational orientations.
The Development of Mastery and Performance Motivation in Young Children
Mastery and performance patterns were examined in response to failure in 65 preschool children using a puzzle-failure task. Age differences were examined between 3- and 4- year-old children by motivation type as well as differences in a composite helplessness score. Finally, regression analysis was used to examine the effect of mastery experiences, defined by age and skill level, on the helplessness composite score. Both performance-and mastery-oriented response patterns were present in the sample. Independent samples t-tests supported differences in age, with older children demonstrating more mastery-oriented patterns. Regression analysis supported the third hypothesis that the amount of mastery experiences predicted helplessness levels. These findings replicate previous studies of mastery motivation in a younger age group and emphasize the importance of mastery experiences in leading to adaptive motivational orientations.