Mastery Motivation: Stability and Predictive Validity from Ages Two to Eight
Forty-three children participated in a longitudinal study of mastery motivation. Children's levels of mastery motivation (persistence) and cognitive functioning were measured at ages 2 and 8. In addition, academic achievement was measured at age 8. Task persistence was stable across time for girls only, but maternal reports of mastery motivation were not consistent across the two ages for either gender. Maternal reports, but not task persistence, at age 2 predicted cognitive functioning and academic achievement at age 8 for girls. No predictive relationships were evident for boys, and boys were significantly less persistent than girls with a task requiring sustained effort at age 8. The findings offer empirical support for the view that early motivation is important for later functioning. Significant gender differences suggest that, in this respect, girls and boys may develop differently or be influenced by different contextual experiences. The need for educators to base their practice on a more complete understanding of how motivation develops in both boys and girls is stressed.
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|Item Type:||Journal Article|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2003 Taylor & Francis|
|Copyright Statement:||This is a preprint of an article submitted for consideration in the Early Education and Development © 2003 [copyright Taylor & Francis]; Early Education and Development is available online at: www.tandfonline.com with the open URL of your article, which would be the following address: http://www.tandfonline.com/openurl?genre=article&issn=10409289&volume=14&issue=4&spage=411|
|Deposited On:||12 Nov 2007|
|Last Modified:||26 Mar 2013 15:30|
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