Infants' persistence at tasks: Relationships to cognitive functioning and early experience

Yarrow, Leon J.; Morgan, George A.; Jennings, Kay Donahue; Harmon, Robert J.; Gaiter, Juarlyn L.

doi:10.1016/s0163-6383(82)80023-4

Cited by 139 publications

(41 citation statements)

References 8 publications

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“…The infant -parent relationship is pivotal in shaping personality and cognitive development as well as a critical context for promoting mental health or contributing to disturbance (e.g., Emde & Sameroff, 1992;Lawson, Parrinellok, & Ruff, 1992;Riksen-Walraven, 1978;Yarrow, Morgan, Jennings, Harmon, & Gaiter, 1982). Obtaining parent or other childcare provider reports is viewed as a cost-effective mechanism for identifying infants and toddlers who are exhibiting or are at high-risk for developing problems, deviance, or delays in social and emotional functioning.…”

Section: Discussionmentioning

confidence: 99%

The infant-toddler social and emotional assessment (ITSEA): Comparing parent ratings to laboratory observations of task mastery, emotion regulation, coping behaviors, and attachment status

Carter

Little

Briggs‐Gowan

et al. 1999

Infant Ment. Health J.

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Section: Discussionmentioning

confidence: 99%

The infant-toddler social and emotional assessment (ITSEA): Comparing parent ratings to laboratory observations of task mastery, emotion regulation, coping behaviors, and attachment status

Carter

Little

Briggs‐Gowan

et al. 1999

Infant Ment. Health J.

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“…Lutkenhaus (1984) similarly found that, at 36 months, mothers' praise and joint smiles of pleasure were positively related to their children's task motivation whereas their physical interruptions and critical remarks were negatively related to children's motivation. High maternal control also has been shown to reduce task enjoyment, persistence, and a sense of control in young children (Deci & Ryan, 1992;Frodi et al, 1985;Lutkenhaus, 1984;Stipek et al, 1992), and to relate to decreased mastery motivation (Yarrow, Morgan, Jennings, Harmon, & Gaiter, 1982), including avoidance of challenge and lower interest in achievement-like tasks (Boggiano & Ruble, 1986). Finally, maternal control relates to children's task-related emotional expressions as well as their mastery motivation (Alessandri & Lewis, 1993;Heckhausen, 1993).…”

Section: Parental Controlling Behavior and Children's Mastery Motivationmentioning

confidence: 99%

Mastery Motivation and Self‐Evaluative Affect in Toddlers: Longitudinal Relations with Maternal Behavior

2000

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This study examined relations between maternal control and evaluative feedback during the second year of life and children's mastery motivation and expressions of self-evaluative affect a year later. Participants were 75 toddlers (35 girls, 40 boys) and their mothers. Maternal controlling behavior and evaluative feedback were examined while mothers taught their 24-month-olds a challenging task. Children's mastery motivation and expressions of self-evaluative affect were assessed during easy and difficult achievement-like tasks when they were 36 months old. Maternal evaluative feedback and control style at 24 months predicted children's shame, persistence, and avoidance of mastery activities at 36 months. Specifically, negative maternal evaluations at age two related to children's later shame, especially when feedback was linked to children's actions or products; positive maternal feedback overall, as well as corrective feedback, related to children's later persistence; mothers who engaged in more autonomy-supporting control with their 2-year-olds had children who were less likely to avoid challenging activities at age 3. Children's pride at 36 months was not predicted by mothers' behavior at 24 months.

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“…Aspects of caregiver behaviour, detailed below, have been identified as important in the development of mastery motivation. Studies with normally developing children have generally found that amount and variety of stimulation is associated with increased mastery motivation (e.g., Barrett, & Maslin-Cole, 1993;Yarrow, Morgan, Jennings, Harmon, & Gaiter, 1982), however, a study of children with Down syndrome (HauserCram, 1993) found that higher levels of maternal interaction acted to reduce mastery motivation in these children. A number of studies that have examined mother-child interaction have found that the mothers of children with Down syndrome are likely to take the initiative for a disproportionate amount of the time (Jones, 1977;Mahoney, Fors, & Wood, 1990;Mahoney & Robenalt, 1986;Stevenson, Leavitt, & Silverberg, 1985) and some authors suggest that this may be implicated in the lower levels of mastery motivation seen in these children (e.g., Jobling, 1996).…”

Section: Mastery Motivationmentioning

confidence: 99%

The Importance of Self‐Regulation in Young Children With Down Syndrome

Cuskelly

Zhang

Gilmore

1998

International Journal of Disability, Development and Education

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Adulthood brings with it responsibilities for making choices and decisions about one's own life. Individuals with Down syndrome, their parents and communities, have begun to expect that at least some of these responsibilities will be met by the person with Down syndrome. This will require a range of skills in managing one's own behaviour and these skills will need to be acquired in childhood. The Down Syndrome Research Program has begun a number of investigations into two important aspects of self-regulation-the capacity to delay gratification and master motivation. This paper describes the importance of these skills and habits of behaviour to those with Down syndrome and discusses the research to date.

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Infants' persistence at tasks: Relationships to cognitive functioning and early experience

Cited by 139 publications

References 8 publications

The infant-toddler social and emotional assessment (ITSEA): Comparing parent ratings to laboratory observations of task mastery, emotion regulation, coping behaviors, and attachment status

The infant-toddler social and emotional assessment (ITSEA): Comparing parent ratings to laboratory observations of task mastery, emotion regulation, coping behaviors, and attachment status

Mastery Motivation and Self‐Evaluative Affect in Toddlers: Longitudinal Relations with Maternal Behavior

The Importance of Self‐Regulation in Young Children With Down Syndrome

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