精熟動機行為組織構念的測量：嬰兒期的信、效度檢驗__臺灣人文及社會科學引文索引資料庫

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

來源文獻資料
摘要
外文摘要
引文資料

題名：	精熟動機行為組織構念的測量：嬰兒期的信、效度檢驗
書刊名：	中華心理學刊
作者：	黃素英／雷庚玲／陳怡潔
作者(外文)：	Huang, Su-ying／Lay, Keng-ling／Chen, Yi-chieh
出版日期：	2009
卷期：	51:4
頁次：	頁501-526
主題關鍵詞：	行為組織觀點；精熟動機；親子互動；嬰幼兒；Q分類；Infant；Mastery motivation；Organizational perspective；Parent-child interaction；Q-sort
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:0 共同引用:0 點閱:36

嬰幼兒階段即已出現的精熟動機是成就動機之先驅。過去精熟動機測量多未考量精熟動機行為指標的動態改變或是其組織性、也未探索個體對社會資源的運用與精熟動機的關係。本研究依Seifer與Vaughn(1995)主張的精熟動機的演化功能論及行為組織構念，發展「嬰幼兒精熟動機Q分類」(the Q set of Mastery Motivation for Infants and Toddlers, QMMIT)以補足上述缺失，並檢驗其信、效度。研究一由十位專業人士及四位心理系學生以QMMIT對精熟動機及另四種社會情緒構念進行專家理想型分類。在控制社會期許後，顯示精熟動機之行為組織構念與正向情緒、安全依戀及社交能力等構念有所差別。研究二則以QMMIT觀察53位9個月大之嬰兒參與相隔兩週之兩次母親在場之問題解決實驗情境中的行為，並請母親填寫嬰兒精熟向度問卷(DMQ)、且以穆林發展量表取得嬰兒認知能力指標。結果顯示，QMMIT具有跨時與跨作業的再測信度；其14個分量表中有12個之內部一致性超過.60。QMMIT並與傳統精熟動機行為指標的測量向度(DMQ)有正相關顯示其幅合效度。QMMIT之社會資源使用等分量表則與DMQ之人際精熟測量無關，其精熟組織分數亦與穆林嬰兒發展商數無關，顯示其區辨效度。以上結果顯示，QMMIT具有可接受的心理計量特性、與其他社會情緒及認知能力的構念有所區隔，不但可反應傳統精熟動機的測量向度，也可凸顯衍伸自演化功能論及行為組織觀點之精熟動機構念。

以文找文

Mastery motivation (MM) emerges as early as in infancy and has been regarded as an important developmental precursor for later achievement motivation. Traditionally, MM was defined and measured in terms of infant independent effort, persistence, and maintaining focused to gain control over the environment. However, other than the instrumental and expressive definition of MM postulated by Barrett and Morgan (1995), social relatedness (Ryan & Deci, 2000), self-regulation of effort (Boekaerts, 2006), resourcefulness (Waters & Sroufe, 1983; Zimmerman & Kitsantas, 2005), and the adaptive organization of the above behaviors (Seifer & Vaughn, 1995) may also contribute to the individual differences of MM. The present study adopted the organizational perspective and developed a new observational scheme for assessing MM. The Q-set of Mastery Motivation for Infants and Toddlers (QMMIT; English version is available through contacting Keng-Ling Lay) consists of 63 items distributed in 14 subscales of (1) Task Interest, (2) Task Goals, (3) Engagement Style, (4) Involvement, (5) Volition, (6) Relatedness with Significant Others, (7) Reaction to Others' Help, (8) Resourcefulness, (9) Social Dependency, (10) Negative Emotional Reaction to Challenges, (11) Negative Behavioral Reaction to Challenges, (12) Self–Evaluation, (13) Reaction to Success, and (14) General Mood States. Study 1 tested if the newly elaborated definition of MM can be differentiated against other socioemotional constructs. Participants were ten psychology professionals and four college students. Their tasks were to define the hypothetically most mastery oriented, securely attached, positive-emotion laden, sociable, and socially desirable child by using the QMMIT. Results demonstrated that, after controlling for social desirability, MM was a discrete construct from attachment security and sociability. Nonparametric Mann-Whitney U tests further indicated that at least one forth of the items in the QMMIT significantly differentiated the organizational construct of MM from positive emotion, attachment security, and sociability. Study 2 examined the reliability and the convergent and discriminant validity of the QMMIT. Fifty-three mothers and their 9-month-olds completed two sessions of problem-solving tasks scheduled two weeks apart. Developmental quotient measured by the Mullen Scale and maternal report on the Dimensions of Mastery Questionnaire (DMQ infant version, 17th ed.) were also collected. Results indicated acceptable cross-time (r(18)=.50) and cross-task (r(18)=.52) reliability of the QMMIT. The Cronbach's αs of 12 out of the 14 subscales in the QMMIT were higher than .60. To document the convergent validity, Object-Oriented Total Involvement (OOTI; sum of engagement style, involvement, and volition) and the Mastery Organization Score (MOS; correlation with the criterion sort of MM) both assessed by the QMMIT were positively correlated with infant persistent behaviors assessed by the DMQ. To document the discriminant validity, neither the correlation between the Resourcefulness assessed by the QMMIT and the social aspect of mastery behaviors assessed by the DMQ nor the correlation between OOTI and the indices of social and gross-motor domain of persistence assessed by the DMQ was significant. Moreover, that MOS was not correlated with developmental quotient indicated that MM measured by the QMMIT is not a reflection of general cognitive competence.

以文找文

期刊論文
1.	Waters, E.、Sroufe, L. A.(1983)。Social competence as a developmental construct。Developmental Review，3(1)，79-97。
2.	Ryan, R. M.、Deci, E. L.(2000)。Self-determination theory and facilitation of intrinsic motivation, social development, and well-being。American psychologist，55(1)，68-78。
3.	Elliot, A. J.、Reis, H. T.(2003)。Attachment and exploration in adulthood。Journal of Personality and Social Psychology，85(2)，317-331。
4.	Harter, S.(1975)。Pleasure derived by children from cognitive challenge and mastery。Child Development，56，1291-1298。
5.	Kelley, Sue A.、Brownell, Celia A.、Campbell, Susan B.(2000)。Mastery motivation and self-evaluative affect in toddlers: Longitudinal relations with maternal behavior。Child Development，71(4)，1061-1071。
6.	Kelley, S. A.、Jennings, K. D.(2003)。Putting the pieces together: Maternal depression, maternal behavior, and toddler helplessness。Infant Mental Health Journal，24，74-90。
7.	Kochanska, G.、Aksan, N.、Carlson, J. J.(2005)。Temperament, relationships, and young children's receptive cooperation with their parents。Developmental Psychology，41(4)，648-660。
8.	Matas, L.、Arend, R. A.、Sroufe, L. A.(1978)。Continuity of adaptation in the second year: The relationship between quality of attachment and later competence。Child Development，49，547-556。
9.	Messer, D.、Rachford, D.、McCarthy, M. E.、Yarrow, L. J.(1987)。Assessment of mastery motivation at 30 months: Analysis of task-directed activities。Developmental Psychology，23，771-781。
10.	Morgan, G. A.、Harmon, R. J.、Maslin-Cole, C. A.(1990)。Mastery motivation: Definition and measurement。Early Education and Development，1，318-339。
11.	Mosier, C. E.、Rogoff, B.(1994)。Infants' instrumental use of their mothers to achieve their goals。Child Development，65，70-79。
12.	Shields, A.、Cicchetti, D.(1997)。Emotion regulation among school-age children: The development and validation of a new criterion Q-Sort scale。Developmental Psychology，33，906-916。
13.	Sroufe, L. A.、Waters, E.(1977)。Attachment as an organizational construct。Child Development，48(4)，1184-1199。
14.	Stifter, C. A.、Moyer, D.(1991)。The regulation of positive affect: Gaze aversion activity during mother-infant interaction。Infant Behavior and Development，14，111-123。
15.	Waters, E.、Noyes, D. M.、Vaughn, B. E.、Ricks, M.(1985)。Q-Sort definitions of social competence and self-esteem: Discriminant validity of related constructs in theory and data。Developmental Psychology，21，508-522。
16.	Yarrow, L. J.、McQuiston, S.、MacTurk, R. H.、McCarthy, M. E.、Vietze, P. M.(1983)。Assessment of mastery motivation during the first year of life: Contemporaneous and cross-age relationships。Developmental Psychology，19，159-171。
17.	Linnenbrink, E. A.、Pintrich, P. R.(2002)。Achievement goal theory and affect: An asymmetrical bidirectional model。Educational Psychologist，37(2)，69-78。
18.	Carver, C. S.、Scheier, M. F.(1990)。Origins and functions of positive and negative affect: A control-process view。Psychological Review，97(1)，19-35。
19.	Schutz, P. A.、Davis, H. A.(2000)。Emotions and self-regulation during test taking。Educational Psychologist，35(4)，243-256。
20.	Zimmerman, Barry J.(1989)。A social cognitive view of self-regulated academic learning。Journal of Educational Psychology，81(3)，329-339。
21.	White, Robert W.(1959)。Motivation reconsidered: The concept of competence。Psychological Review，66(5)，297-333。
22.	Pintrich, Paul R.(2003)。A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts。Journal of Educational Psychology，95(4)，667-686。
23.	Barrett, K. C.。The Origins of Social Emotions and Self-regulation in Toddlerhood: New Evidence。Cognition & Emotion，19，953-979。
24.	Buckley, M. E.、Klein, D. N.、Durbin, C. E.、Hayden, E. P.、Moerk, K. C.。Development and Validation of a Q-sort Procedure to Assess Temperament and Behavior in Preschool-age Children。Journal of Clinical Child and Adolescent Psychology，31，525-539。
25.	Calkins, S. D.、Dedmon, S. E.、Gill, K. L.、Lomax, L. E.、Johnson, L. M.。Frustration in Infancy: Implications for Emotion Regulation Physiological Processes, and Temperament。Infancy，3，175-197。
26.	Diener, M.、Mangelsdorf, S. C.。Behavioral Strategies for Emotion Regulation in Toddlers: Associations with Maternal Involvement and Emotional Expressions。Infant Behavior & Development，22，569-583。
27.	Diener, M. L.、Mangelsdorf, S. C.、McHale, J. L.、Frosch, C. A.。Infants' Behavioral Strategies for Emotion Regulation with Fathers and Mothers: Associations with Emotional Expressions and Attachment Quality。Infancy，3，153-174。
28.	Jennings, K. D.、Harmon, R. J.、Morgan, G. A.、Gaiter, J. L.、Yarrow, L. J.。Exploratory Play as an Index of Mastery Motivation: Relationships to Persistence, Cognitive Functioning and Environmental Measures。Developmental Psychology，15，386-394。
29.	Jennings, K. D.、Yarrow, L. J.,、Martin, P. P.。Mastery Motivation and Cognitive Development: A Longitudinal Study from Infancy to 3 1/2 Years of Age。International Journal of Behavioral Development，7，441-461。
30.	Lewis, M.、Alessandri, S. M.、Sullivan, M. W.。Differences in Shame and Pride as a Function of Children's Gender and Task Difficulty。Child Development，63，630-638。
31.	MacTurk, R. H.、McCarthy, M. E.、Vietze, P.、Yarrow, L. J.。Sequential Analysis of Mastery Behavior in 6- and 12-month-old Infants。Developmental Psychology，23，199-203。
32.	Messer, D.、McCarthy, M. E.、MacTurk, R.、Yarrow, L. J.,、Vietze, P.。Relations between Mastery Behavior in Infancy and Competence in Early Childhood。Developmental Psychology，22，366-372。
33.	Neff, W. S、Cohen, J.。A Method for the Analysis of the Structure and Internal Consistency of Q-sort Arrays。Psychological Bulletin，68，361-368。
34.	Newman, R. S.。Social Influences on the Deve Lopment of Children' s Adaptive Help Seeking: The Role of Parents, Teachers, and Peers。Developmental Review，20，350-404。
35.	Pederson, D. R.、Moran, G.、Sitko, C.、Campbell, K.、Chesquire, K.、Acton, H.。Maternal Sensitivity and the Security of Infant-mother Attachment: A Q-sort Study。Child Development，61，1974-1983。
36.	Piaget, J.。The Stages of the Intellectual Development of the Child。Bulletin of the Menninger Clinic，26，120-128。
37.	Ruff, H. A.。Components of Attention during Infants' Manipulative Exploration。Child Development，57，105-114。
38.	Ruff, H. A.、Saltarelli, L. M.、Capozzoli, M.、Dubiner, K.。The Differentiation of Activity in Infants' Exploration of Objects。Developmental Psychology，28，851-861。
39.	Seifer, R.、Sameroff, A. J.、Barrett, L. C.、Krafchuk, E.。Infant Temperament Measured by Multiple Observations and Mother Report。Child Development，65，1478-1490。
40.	Sheese, E. B.、Rothbart, M. K.、Posner, M. I.、White, L. K.、Fraundorf, S. H.。Executive Attention and Self-regulation in Infancy。Infant Behavior & Development，31，501-510。
41.	Stifter, C. A.、Braungart, J. M.。The Regulation of Negative Reactivity in Infancy: Function and Development。Developmental Psychology，31，448-455。
42.	Teti, D. M.、Nakagawa, M.、Das, R.、Wirth, O.。Security of Attachment between Preschoolers and Their Mothers: Relations among Social Interaction, Parenting Stress, and Mother's Sorts of the Attachment Q-Set。Developmental Psychology，27，440-447。
43.	Vaughn, B. E.、Waters, E.。Attachment Behavior at Home and in the Laboratory: Q-sort Observations and Strange Situation Classifications of One-yearolds。Child Development，61，1865-1973。
44.	Wachs, T. D.。Specificity of Environmental Action as Manifest in Environmental Correlates of Infant's Mastery Motivation。Developmental Psychology，23，782-790。
45.	Waters, E.、Garber, J.、Gornal, M.、Vaughn, B. E.。Q-Sort Correlates of Visual Regard among Preschool Peers: Validation of a Behavioral Index of Social Competence。Developmental Psychology，19，550-560。
46.	Yarrow, L. J.、Morgan, G. A.、Jennings, K. D.、Harmon, R. J.、Gaiter, J. L.。Infants' Persistence at Tasks: Relationships to Cognitive Function and Early Experience。Infant Behavior and Development，5，131-142。

會議論文
1.	汪佩蓉、黃靄雯、陳保中、謝武勳、廖華芳。精熟動機之穩定度及其與家庭環境之關係：長期追蹤六個月兒童至三歲。臺中。延伸查詢

學位論文
1.	Morgan, G. A.、Busch-Rossnagel, N. A.、Barrett, K. C.、Harmon, R. J.。The Dimensions of Mastery Questionnaire (DMQ): A Manual about Its Development, Psychometrics and Use。
2.	Morgan, G. A.、Harmon, R. J.、Pipp, S.,、Jennings, K. D.。Assessing Mothers' Perceptions of Mastery Motivation: The Utility of the MOMM Questionnaire。

圖書
1.	Deci, Edward、Ryan, Richard(1985)。Intricic Motivation and Self-determination。New York, NY：Plenum Press Publishing Co.。
2.	盧欽銘。Q技術。社會及行為科學研究法，上冊。臺北市。延伸查詢
3.	盧欽銘。Q技術。社會及行為科學研究法，下冊。臺北市。延伸查詢
4.	Bate, E.、O' Connell, B.、Shore, C.。Language and Communication in Infancy。Handbook of Infant Development。New York, NY。
5.	Bretherton, I。Attachment Theory: Retrospect and Prospect。Growing Points of Attachment Theory and Research。
6.	Busch-Rossnagel, N. A.、Vargas, M.、Knauf, D. E.。Mastery Motivation in Ethnic Minority Groups: The Sample Case of Hispanics。Mastery Motivation in Early Childhood: Development, Measurement and Social Processes。London, UK。
7.	Carver, C. S.、Scheier, M.。Engagement, Disengagement, Coping, and Catastrophe。Handbook of Competence and Motivation。New York, NY。
8.	Cicchetti, D.。The Organization and Coherence of Socioemotional, Cognitive and Representational Development: Illustrations through a Developmental Psychopathology Perspective on Down Syndrome and Child Maltreatment。Nebraska Symjposium on Motivation: Vol. 36. Socioemotional Development。Lincoln。
9.	Cicchetti, D.、Schneider-Rosen, K.。An Organizational Approach to Childhood Depression。Depression in Young People, Clinical and Developmental Perspectives。New York, NY。
10.	Combs, T. T.、Wachs, T. D.。The Construct Validity of Measure of Social Mastery Motivation。Mastery Motivation in Early Childhood: Development, Measurement, and Social Processes。London, UK。
11.	Dweck, C. S.、Elliott, E. S.。Achievement Motivation。Handbook of Child Psychology, Vol. 4。New York, NY。
12.	Epstein, S.。The Stability of Behavior across Time and Situations。Personality and the Prediction of Behavior。New York, NY。
13.	Jennings, K. D., ﹠ Dietz, I.。Mastery Motivation and Goal persistence in Young Children。Well-being: Positive Development across the Life Course。NJ。
14.	Maslin-Cole, C.、Spieker, S.。Attachment as a Basis for Independent Motivation: A View from Risk and Non-risk Samples。Attachment in the Preschool Years: Theory, Research and Intervention。Chicago。
15.	McKeown, B.、Thomas, D.。Q Methodology。Q Methodology。Newbury Park, CA。
16.	Mullen, E. M.。Mullen Scales of Early Learning。Mullen Scales of Early Learning。Cranston, RI。
17.	Riksen-Walraven, J. M.、Meij, H. T.、Roozendaal, J. V.、Koks, J.。Mastery Motivation in Toddlers as Related to Quality of Attachment。Mastery Motivation in Early Childhood: Development, Measurement and Social Processes。London, UK。
18.	Rueda, M. R.、Posner, M. I.、Rothbart, M. K.。Attentional Control and Self-regulation。Handbook of Selfregulation: Research, Theory, and Applications。New York, NY。
19.	Wachs, T. D.、Combs, T. T.。The Domains of Infant Mastery Motivation。Mastery Motivation: Origins, Conceptualizations, and Application。Norwood, NJ。
20.	Waters, E.、Deane, K. E.。Defining and Assessing Individual Differences in Attachment Relations: Q-methodology and the Organization of Behavior in Infancy and Early Childhood。Growing Points of Attachment Theory and Research。
21.	Wigfield A.、Eccles, J.、Schiefele, U.、Roeser, R. W.、Davis-Kean, P.。Development of Achievement Motivation。Handbook of Child Psychology, Vol. 3。Hoboken。

圖書論文
1.	Boekaerts, M.(2006)。Self-regulation and effort investment。Handbook of child psychology。Hoboken：John Wiley & Sons Inc.。
2.	Barrett, K. C.、Morgan, G. A.、Maslin-Cole, C.(1993)。Three studies on the development of mastery motivation in infancy and toddlerhood。Mastery motivation in early childhood: Development, measurement, and social processes。London, England：Routledge。
3.	Barrett, K. C.、Morgan, G. A.(1995)。Continuities and discontinuities in mastery motivation during infancy and toddlerhood: A conceptualization and review。Mastery motivation: Origins, conceptualizations, and applications。Norwood, NJ：Ablex。
4.	Block, J.、Block, J. H.(1980)。The role of ego-control and ego-resiliency in the organization of behavior。The Minnesota symposia on child psychology。Hillsdale, New Jersey：Lawrence Erlbaum Associates。
5.	Cicchetti, D.、Sroufe, L. A.(1978)。An organizational view of affect: Illustration from the study of Down's syndrome infants。The development of affect。New York：Plenum。
6.	Harter, S.(1992)。The relationship between perceived competence, affect, and motivational orientation within the class room: Processes and patterns of change。Achievement and motivation: A social-developmental perspective。New York：Cambridge University Press。
7.	McCall, R. B.(1995)。On definition and measures of mastery motivation。Mastery motivation: Origins, conceptualizations, and applications。Norwood, NJ：Ablex。
8.	Messer, D.(1993)。Mastery motivation: An introduction to theories and issues。Mastery motivation in early childhood: Development, measurement, and social processes。London：Routledge。
9.	Maslin-Cole, C.、Bretherton, I.、Morgan, G. A.(1993)。Toddler mastery motivation and competence: Links with attachment security, maternal scaffolding, and family climate。Mastery motivation in early childhood: Development, measurement, and social processes。London：Routledge。
10.	Ozer, D. J.(1993)。The Q-sort method and the study of personality development。Studying lives through time: Personality and development。Washington, DC：American Psychological Press。
11.	Rothbart, M. K.、Hwang, J.(2005)。Temperament and the development of competence and motivation。Handbook of competence and motivation。New York：Guilford Press。
12.	Seifer, R.、Vaughn, B. E.(1995)。Mastery motivation within a general organizational model of competence。Mastery motivation: Origins, conceptualizations, and application。Norwood, NJ：Ablex。
13.	Zimmerman, B. J.、Kitsantas, A.(2005)。The hidden dimension of personal competence: Self-regulated learning and practice。Handbook of competence and motivation。New York：Guilford Press。
14.	Pintrich, P. R.(2000)。The Role of Goal Orientation in Selfregulated Learning。Handbook of Self-regulation。San Diego, CA：Academic Press。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

無相關期刊論文

1.	嬰兒至學齡前兒童精熟動機發展連續性及個別差異穩定性之探討

1.	嬰兒至學齡前兒童精熟動機發展連續性及個別差異穩定性之探討
2.	嬰兒至學齡前兒童精熟動機發展連續性及個別差異穩定性之探討

無相關著作

無相關點閱

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫