The relationship of behavioral problems and memory with mastery motivation in children

Document Type : Research Paper

Authors

Abstract

Abstract
The aim of this study was to evaluate the relationship of behavioral problems (attention-deficit/hyperactivity, generalized anxiety, oppositional defiant disorder) and memory with mastery motivation in children. The statistical population consisted of all children in schools of Isfahan, that 200 children were selected by cluster sampling. In order to access to behavioral problems CSI4 Questionnaire subscales (Sprafkin, Guado) and Conner’s questionnaire were used to evaluate the different kinds of memory. For assessing mastery motivation in children the mastery motivation Questionnaire (Leung, Lau) was used which were completed by the parents of these children. Data analyses were done with Pearson’s correlation and multiple regression methods. Results showed that there were a strong negative correlation between mastery motivation to behavioral problems (attention-deficit/hyperactivity and generalized anxiety) and were a strong positive correlation between mastery motivation with different types of memory. In addition, the regression findings indicated that ADHD and working memory predictors mastery motivation in children. The findings indicated that mastery motivation effect on behavioral and cognitive development. Therefore, suggestion was made that with primary interventions we may improve children's motivation level. In addition, we suggest that with interventions, improving motivation levels in primary school in children with ADHD in order to prevent future problemss.

Keywords

Main Subjects

References

 
Avery RE, Smillie LD &  Fockert JW.de. (2013). The role of working memory in achievement goal pursuit. Acta Psychologica. 144(2): 361–372.
Biabangard E.(2010). Research Methods in Psychology and Education. Tehran: doran. (Text in Persian).
Broussard SC. & Garrison MEB. ( 2004). The relationship between classroom motivation and academic achievement in elementary-school-aged children. Family and Consumer Sciences Research Journal. 33(3):106-120.
Butler R & Shibaz L. (2013). Striving to connect and striving to learn: Influences of relational and mastery goals for teaching on teacher behaviors and student interest and help seeking. International Journal of Educational Research. Avalible from:URL:// www.elsevier.com/locate/ijedures.
Carlson CL, Booth JE, Shin M, Canu WH. (2002). Parent-teacher and self-rated motivational styles in ADHD subtypes. Journal of Learning Disabilities. 35(2):104-13.
Credé M&  Kuncel NR. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science. 24(3):425–453.
Escribe C.  &Huet N. (2005).Knowledge accessibility, achievement goals, and memory strategy maintenance. British Journal of Educational Psychology.75 (3): 87–104.
Ganji, M. (2015). Psychology of Exceptional Children based on DSM-5. Tehran: savalan. (Text in Persian) 
Gilmore L & Cuskelly  M. (2009). A longitudinal study of motivation and competence in children with Down syndrome: Early childhood to early adolescence. Journal of Intellectual Disability Research. 53(2): 484–492.
Kaplan A, Maehr ML. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review. 19(5): 141–184.
Leung C.&  Lo S.K. (2013).Validation of a questionnaire to measure mastery motivation among Chinese preschool children. Research in Developmental Disabilities.34 (2): 234–245.
Leung C, Makb R, Lau V, Cheung J. & Lam C. (2013). The validation of a scale to measure cognitive development in Chinese preschool children. Research in Developmental Disabilities. 34(1): 2257–2267.
Majnemer A, Shikako-Thomas K, Lach L, Shevell M, Law M, Schmitz N. (2013). Mastery motivation in adolescents with cerebral palsy: Research in Developmental Disabilities. 34(2): 3384–3392.
Mansour far, K. (2012). Advanced statistical methods. Tehran University Publish-es. (Text in Persian).
McInerney DM. & Jinnat A. (2006). Multidimensional and Hierarchical Assessment of School Motivation: Cross-cultural validation, Educational Psychology: An International Journal of Experimental Educational Psychology. 26(6): 717-734.
Mohammad Esmaiel A.& Alipour A. (2002). A preliminary study of validity and cutoff points disorder CSI (CSI-4). Research on Exceptional Children. 5(3): 239-254. (Text in Persian).
Nadi A, Banigamali Sh, khosravi Z. & Dehshiry GH. (2016).the effect of sandplay therapy on decreasing the depression symptoms in children in low social class. Journal of Psychological Studies. 12(2): 7-30. (Text in Persian).
Pintrich PR. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology. 25(1), 92–104.
Polychroni F, Hatzichristou C. & Sideridis G. (2010).The role of goal orientations and goal structures in explaining classroom social and affective characteristics. Learning and Individual Differences. 22(2): 207–217.
Riyo JM. (2005). Motivation and emotion. SeyedMohamadi Y. (2007). Tehran: Virayesh. (2007). (Text in Persian).
Saebu M, Sorensen M. (2011). Factors associated with physical activity among young adults with a disability. Scandinavian Journal of Medicine and Science in Sports. 21(2), 730–738.
Shahaeian A, shahim S, Bashash L & Yousofy F. (2006). Standardization, Factor analysis and Reliability of the short form of special Conners Parent Rating Scale for children 6 to 11 years. Journal of Psychological Studies. 3(3): 97-120. (Text in Persian).
Sideridis GD. (2005). Classroom goal structures and hopelessness as predictors of day- to day experience at school: Differences between students with and without learning disabilities. International Journal Of Educational Researcher. 43(2):308-328.
Smit E, Hoeksema S, Fredrickson B, Loftus G. (2003). Atkinson & Hilgards introduction to psychology. Behzad M, Saatchi M, Kadivar P, Dejkam M, Hagshenas H, Moradi A, Farahany MN. (2006). Tehran: Gap. (Text in Persian).
Sparks TA, Backman TL, Morgan GA. & Ross R G. (2012). Maternal parenting stress and mothers’ reports of their infants’ mastery motivation: Infant Behavior & Development. 35(4): 167– 173.
Turner JC, Meyer DK. & Schweinle A. (2003). The importance of emotion in theories of motivation: Empirical, Methodological, and Theoretical Considerations from a Goal Theory Perspective. International Journal of Educational Research. 39(3): 375–393.
Yazdi SM, Darvizeh Z. & strategies in people with major depression disorder (MDD), generalized anxiety disorder (GAD), and comorbidity. Journal of Psychological Studies. 11(3): 7-30 (Text in Persian).
 

Files

Share

How to cite

Statistics