The effectiveness of I Can program in enhancing mastery motivation among two to three years old children
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 chi...
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| Format: | Thesis |
| Language: | English |
| Published: |
2015
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/18747/1/The%20effectiveness%20of%20I%20Can%20program.pdf https://eprints.ums.edu.my/id/eprint/18747/ |
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| Institution: | Universiti Malaysia Sabah |
| Language: | English |
| Summary: | 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. |
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