Support for the preparation of this manuscript was provided by grants MCJ-250533 and MCJ-250583 from the Maternal and Child Health Bureau (Title V, Social Security Act), U.S. Department of Health and Human Services. The author expresses appreciation to Marty Wyn-gaarden Krauss, George A. Morgan, Jack P. Shonkoff, Carole C. Upshur, and Marji Erickson Warfield for their helpful comments on this manuscript, to Kathy Antaki and Ann Steele for careful data collection, and to the many children and families who participated in the Early Intervention Collaborative Study.
Mastery Motivation in Toddlers with Developmental Disabilities
Article first published online: 28 JUN 2008
Volume 67, Issue 1, pages 236–248, February 1996
How to Cite
Hauser-Cram, P. (1996), Mastery Motivation in Toddlers with Developmental Disabilities. Child Development, 67: 236–248. doi: 10.1111/j.1467-8624.1996.tb01731.x
- Issue published online: 28 JUN 2008
- Article first published online: 28 JUN 2008
Prior research on school-age children with mental retardation indicates that they are less motivated on tasks than mental-age-matched peers. In this study, mastery motivation on two tasks was compared for 1- and 2-year-old children with motor impairment (n= 25), developmental delay (n= 25), and typical development (n= 25), matched for mental age. The groups did not differ significantly on any measure of mastery motivation. The relative contribution of premature birth, a history of seizure disorders, severity of cognitive delay, and maternal didactic interaction in predicting mastery motivation was examined for toddlers with developmental delay or motor impairment. Maternal didactic interaction added a significant proportion of variance above and beyond other variables in predicting several aspects of mastery motivation in toddlers with developmental disabilities.