Mastery Motivation in Early Childhood: Development, Measurement, and Social Processes

By David Messer | Go to book overview

Illustrations

FIGURES
2.1 Proposals about the relation between infant attention, social interaction and ability 21
3.1 Model of mastery motivation and self-concept during infancy (3-18 months) and toddlerhood (after 18 months) 38
3.2 Time line of development of mastery motivation and self-concept during infancy and early childhood 49
4.1 Children’s task attempts: means of logarithmized rates per minute across ages (adapted from Heckhausen 1988) 62
4.2 Children’s performance in the sorter task: logarithmized rates (adapted from Heckhausen 1987a) 64
4.3 Mothers’ instruction in the sorter task: logarithmized rates (adapted from Heckhausen 1987a) 64
4.4 Mother’s choice-related instruction in the sorter task: logarithmized rates (adapted from Heckhausen 1987a) 65
4.5 Pattern of contingencies between maternal and infant behaviour predicted by the one-step-ahead model and the attainment-of-request model (adapted from Heckhausen 1987a) 66
4.6 Verbal and non-verbal modes of mothers’ instruction 67
4.7 Mothers’ reactions to children’s success: logarithmized rates (adapted from Heckhausen 1988) 69
5.1 Intercorrelations and stability of two measures of mastery motivation (task pleasure and persistence) and competence at 18 and 25 months 95
5.2 Number of intervals (out of sixteen) of task-directed behaviour (persistence) as a function of individualized difficulty level and age 102
5.3 Number of intervals (out of sixteen) of positive affect when solving or while working at a task (mastery pleasure) as a function of individualized difficulty level and age 103

-vii-

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