Psychological Development and Education ›› 2016, Vol. 32 ›› Issue (3): 265-275.doi: 10.16187/j.cnki.issn1001-4918.2016.03.02

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The Relationships between Mastery Motivation,Temperament and Competence of Young Children

LIU Shuang1, SUN Yang2, ZHANG Xiangkui3,4   

  1. 1. School of Philosophy and Society, Jilin University, Changchun 130012;
    2. School of Education Science, Changchun Normal University, Changchun 130032;
    3. Research Center of Children Development, Northeast Normal University, Changchun 130024;
    4. School of Psychology, Faculty of Education, Northeast Normal University, Changchun 130024
  • Online:2016-05-15 Published:2016-05-15

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Abstract: Fifty-one typically developing children participated in the assessment of mastery motivation using the Dimension of Mastery Questionnaire by their parents, competence using the School Readiness Test Battery-Comprehensive Version by experimenters and temperament using the Questionnaire of Temperament for Children Aged 3-9 by teachers. Hierarchical regressions were employed to analyze the moderating effect of temperament in motivation-competence relations. The results showed that (1) the moderating effect of Activity-Attention was significant. For children of Attention Type, higher object-oriented mastery motivation predicted higher levels of fine motor and approaches to learning, and higher gross motor mastery motivation predicted higher levels of sensory motor, whereas these relations were not significant for children of Activity Type. (2) The moderation effect of Reactivity-Inhibition was significant. For children of Reactivity Type, higher social mastery motivation with children predicted higher levels of fine motor. In turn, for children of Inhibition Type, higher social mastery motivation with children predicted lower levels of fine motor, sensory motor, and approaches to learning.

Key words: mastery motivation, competence, temperament, young children

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