Mother-Child Interaction as a Predictor of Mastery Motivation in Children with Disabilities Born Preterm

Autor/inn/en	Young, Jessica Mercer; Hauser-Cram, Penny
Titel	Mother-Child Interaction as a Predictor of Mastery Motivation in Children with Disabilities Born Preterm
Quelle	In: Journal of Early Intervention, 28 (2006) 4, S.252-263 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
Schlagwörter	Parent Child Relationship; Mothers; Predictor Variables; Motivation; Disabilities; Premature Infants; Persistence; Problem Solving; Developmental Delays; Regression (Statistics); Young Children; Emotional Response; Cognitive Development + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Prädiktor; psychologische; Motivation (psychologisch); Handicap; Behinderung; Frühgeburt; Ausdauer; Problemlösen; Entwicklungsverzögerung; Regression; Regressionsanalyse; Frühe Kindheit; Emotionales Verhalten; Kognitive Entwicklung
Abstract	This study examined mother-child interaction as a predictor of mastery motivation (i.e., persistence on a problem-posing task) in 3-year-old children who were born premature and had either motor impairment or developmental delay (n = 34). Two aspects of mother-child interaction were hypothesized to predict for mastery motivation: response to child?s distress and cognitive growth-fostering behaviors. Hierarchical regression analyses revealed that maternal response to distress, but not cognitive growth promotion, added significant unique variance (15.3%) beyond child cognitive performance in the prediction of mastery motivation. Results suggest that interventions focused on emotional aspects of the mother-child dyad provide important benefits to young children with disabilities who are born preterm. (Contains 4 tables.) (Author).
Anmerkungen	Division for Early Childhood, Council for Exceptional Children. 27 Fort Missoula Road, Suite 2, Missoula, MT 59804. Tel: 406-543-0872; Fax: 406-543-0887; e-mail: dec@dec-sped.org; Web site: http://www.dec-sped.org/journals.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10