The effectiveness of I can program in enhancing mastery motivation among two to three years old children

• Main Author: Shazia Iqbal Hasmi
• Format: Thesis
• Language: English; English
• Published: 2015
• Subjects: HV701-1420.5 Children
• Online Access: https://eprints.ums.edu.my/id/eprint/42782/1/24%20PAGES.pdf; https://eprints.ums.edu.my/id/eprint/42782/2/FULLTEXT.pdf; https://eprints.ums.edu.my/id/eprint/42782/

The main objectives of this research were arranged in two phases. Phase 1 involved forty-four (N: 44) mother child dyads, with children between the age of two to three years old. During this phase exploratory design was used to explore the nature of relationship between mastery motivation and child development (cognitive, receptive language, expressive language, fine motor and gross motor domain). Phase 1 also explored the effect of mother's self-efficacy and mental health on children's mastery motivation and their development. Individualized Assessment of Mastery Motivation Manual (Morgan 1992) and Bayley Scale of Infant and Child Development (Bayley, 2006) were used for assessing mastery motivation and child development, while mothers were given self-report questionnaire with three sections, section 1 consisted demographic information, section 2 consisted of Self-efficacy of Parental Task Index" Toddler version (Coleman, 1998), and section 3 consisted of Depression Anxiety Stress Scale-21 (Lovibond & Lovibond 1995). Results showed that mastery motivation contributed positively and significantly towards child's cognitive development, receptive language development and fine motor skill development but not towards expressive language development and gross motor development. The results also indicated that mothers' self-efficacy and mental health did not contributed significantly towards the two variables. In Phase 2 of the research, pre and post experimental design with repeated measure was used to test the effectiveness of "I Can” universal intervention program which was developed by the researcher to enhance children’s mastery motivation level which in turn was expected to increase scores on measure of child development. In phase 2, only children (N=44) from phase 1 were selected and were randomly divided into two groups namely experimental group (n= 25) and control group (n=19). After implementation of I Can program for fifteen (15) weeks, mastery motivation and child development were evaluated. The results showed that after participating in "I can” program, the experimental group scores were significantly higher compare to control group on two (2) subscales of mastery motivation i.e. task persistence and task competence but not in mastery pleasure. The results also showed that the experimental group had higher scores in cognitive development scale and fine motor skill scale after attending the program, however no significant differences were found in two language development subscales and gross motor skills scale. As for control group there was significant increase in child development scores, however no significant difference was found in master motivation level.