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.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|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|
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:
|Deposited On:||12 Nov 2007 00:00|
|Last Modified:||26 Mar 2013 05:30|
Repository Staff Only: item control page