Development of the Dimensions of Adult Mastery Motivation Questionnaire

Abstract

Mastery motivation is an important developmental construct that has implications for development across the lifespan. Research to date has focused predominantly on infants and children, with the Dimensions of Mastery Questionnaire (DMQ) being the most widely used measure of mastery motivation. This article reports on the development and initial validation of an adult measure: the Dimensions of Adult Mastery Motivation Questionnaire (DAMMQ). Six hundred and twenty-eight adults (68% female) aged from 18 to 90 years completed the questionnaire. Factor analysis produced 24 items that represented five factors: task persistence, preference for challenge, task-related pleasure, task absorption, and self-efficacy. The DAMMQ was found to have good internal consistency, test-retest reliability and concurrent validity. Within group differences for age, gender and education are reported. The development of the DAMMQ paves the way for future research about mastery motivation in adult populations.

The Parenting Sense of Competence scale: Updating a classic

“…We decided to reword all items so that they express a positive view about parenting because items that are expressed negatively have been identified as potentially problematic (Doherty-Bigara & Gilmore, 2015;J ozsa & Morgan, 2017;Roszkowski & Soven, 2010).…”

“…The criteria used in revising the original PSOC items were drawn from guidelines on item development (Brace, 2013; Foddy, 2009) and previous critiques of the PSOC (Gilmore & Cuskelly, 2009; Nunes et al, 2016; Oltra‐Benavent et al, 2020). The authors are developmental psychologists, each with more than three decades of research in developmental psychology and parenting, including the development of new instruments (e.g., Doherty‐Bigara & Gilmore, 2015; Gilmore et al, 2003) and the adaptation of existing ones (e.g., Cuskelly & Gilmore, 2007; Gilmore et al, 2022). Face validity of the final version of the items was confirmed by an independent expert in child development and parenting research.…”

Cognitive persistence: Development and validation of a novel measure from the Wisconsin Card Sorting Test

“…Existing measures of persistence and related motivational factors typically take the form of subjective self-report or observer-report surveys that may be biased by prior knowledge of achievement (Choi, Mogami, & Medalia, 2010; Cloninger, Przybeck, Svrakic, & Wetzel, 1994; Doherty-Bigara & Gilmore, 2016; Onatsu-Arvilommi & Nurmi, 2000; Pintrich, Smith, Garcia, & McKeachie, 1991, 1993; Steinberg et al, 2007) and are often domain-specific (e.g., academic achievement; Onatsu-Arvilommi & Nurmi, 2000; Pintrich et al, 1991, 1993; Zhang, Nurmi, Kiuru, Lerkkanen, & Aunola, 2011). Of the few behavioral measures of persistence, most examine time spent on challenging tasks before deciding to quit (for review, see Leyro, Zvolensky, & Bernstein, 2010).…”

بروفیلات استراتیجیات التعلم وعلاقتها بالدافعیة للإتقان لدی عینة من طلاب كلیة التربیة بجامعة دمنهور

“…Therefore, this current study investigates the learning strategies' profile of a sample of students at the faculty of education Damanhour university and its relationship with mastery motivation. The sample of the study consisted of (150) male and female students from the faculty of education and applied learning strategies (Oxford,1990) to measure their use of learning strategies, and (DAMMQ) to measure their mastery motivation domains and levels prepared by (Doherty-Bigara & Gilmore ,2017). the results of the study show that: the profile of the strategy clarifies that students' use of the strategies has a moderate level with memory strategies at the top, also it indicates the ability to predict with language strategy use according to mastery motivation levels.…”