Using the Dimensions of Mastery Questionnaire (DMQ) to Assess Mastery Motivation of English- and Chinese-Speaking Children

Morgan, George A.; Wang, Jun; Liao, Hua‐Fang; Xu, Qiantong

doi:10.4324/9780203080719.ch14

Cited by 45 publications

(95 citation statements)

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“…These reliability measures are similar to or higher than those reported by Józsa and Molnár (2013) for Hungarian children and by Morgan et al (2013) for English and Chinese speaking children.…”

Section: Reliabilitymentioning

confidence: 69%

“…Overviews of DMQ research on the Hungarian, English, and Chinese samples were published by Józsa (2007), Józsa, Hricsovinyi, & Szenczi (2015), Józsa and Molnár (2013), Józsa, Wang, Barrett, and Morgan (2014);and Morgan, Wang, Liao, and Xu (2013). These papers summarized evidence for reliability and validity, relationships to other variables, and also compared the three cultures at similar ages and across ages.…”

Section: Development Of the Dmq Questionnairementioning

confidence: 99%

“…Morgan et al (2013) presented evidence that each of the four DMQ 17 instrumental/ persistence scales and mastery pleasure scale had acceptable to good internal consistency (alphas > .74) for both English and Chinese parent versions and the English version by teachers. Alphas for the child self-ratings were somewhat lower (.67 -.85) on these five scales.…”

Section: Reliability and Validity Of The Dmq 17 Ratingsmentioning

confidence: 99%

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An Improved Measure of Mastery Motivation: Reliability and Validity of the Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children

Józsa¹,

Morgan²

2015

HERJ

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Recent research has documented well the importance of mastery motivation in early childhood. Thus, it is important to have valid and reliable instruments to measure this concept. The Dimensions of Mastery Questionnaires (DMQ 17) has been used extensively in Hungary and around the world to assess children's mastery motivation from ratings by parents, teachers, and school-age children themselves. Based on empirical and theoretical feedback, a revised version of the questionnaire (DMQ 18) was developed in English, Hungarian, Chinese and Spanish. The aim of the present study was to report and evaluate the psychometric properties of DMQ 18. In this first publication about the new DMQ, 211 3-6 year-old Hungarian kindergarten children's mastery motivation was rated by their teachers, using DMQ 18. Validity was supported by a factor analysis which fit well the theoretical dimensions and by strong correlations between DMQ 18 and the extensively validated DMQ 17 scales. Good internal consistency, interrater reliability, test-retest reliability, and longer-term stability also support the usefulness of DMQ 18. We also discuss the importance and usefulness of measuring mastery motivation in preschool and school age children.ERIC keywords: motivation, early childhood, psychometrics Additional keywords: mastery motivation, questionnaire, teachers' ratings, reliability, validity 2 The US National Academy of Science report, From Neurons to Neighborhoods (Shonkoff & Phillips, 2000), identified mastery motivation as the intrinsic drive to explore and master one's environment, and said it is a key developmental concept, which should be included as part of a child's evaluation. Mastery motivation has two major aspects: instrumental and expressive (Barrett & Morgan, 1995).The instrumental aspect motivates a person to attempt, in a focused and persistent manner, to solve a problem or master a skill or task, which is at least moderately challenging for him or her (Morgan, Harmon and Maslin-Cole 1990). The expressive aspect of mastery motivation produces affective reactions while the person is working at such a task or just after completing it. This affect may or may not be overtly expressed and may assume different forms in different children as the child develops (Barrett and Morgan, 1995).The Dimensions of Mastery Questionnaire (DMQ) is one of several measurement techniques, including challenging structured tasks and semi-structured play, developed to assess mastery motivation (Busch-Rossnagel & Morgan, 2013). The DMQ assesses mastery motivation by having a parent or teacher rate their perceptions of the child's behavior (or school-aged children rate their own behavior) in mastery contexts. This article is based primarily on data from DMQ 18 ratings by teachers of the mastery motivation and competence of Hungarian preschool children. The development of the DMQ scales is briefly described in the next section, followed by previous research on reliability and validity and by cultural comparisons of DMQ results from Hungary, Chin...

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Section: Reliabilitymentioning

confidence: 69%

Section: Development Of the Dmq Questionnairementioning

confidence: 99%

Section: Reliability and Validity Of The Dmq 17 Ratingsmentioning

confidence: 99%

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An Improved Measure of Mastery Motivation: Reliability and Validity of the Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children

Józsa¹,

Morgan²

2015

HERJ

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“…Typically developing children had higher mastery pleasure and competence subscales than atypically developing children; and atypically developing children had higher competence and object/cognitive persistence, despite the fact that the typically developing children were older than normal children (24 Table 3. Coloration of total score with age, gender, MACS, GMFCS, and IQ in children with cerebral palsy…”

Section: Discussionmentioning

confidence: 99%

Comparing Levels of Mastery Motivation in Children with Cerebral Palsy (CP) and Typically Developing Children

Salavati¹,

Vameghi²,

Hosseini³

et al. 2018

Med Arch

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Introduction: The present study aimed to compare motivation in school-age children with CP and typically developing children. Material and Methods: 229 parents of children with cerebral palsy and 212 parents of typically developing children participated in the present cross sectional study and completed demographic and DMQ18 forms. The rest of information was measured by an occupational therapist. Average age was equal to 127.12±24.56 months for children with cerebral palsy (CP) and 128.08±15.90 for typically developing children. Independent t-test used to compare two groups; and Pearson correlation coefficient by SPSS software applied to study correlation with other factors. Results: There were differences between DMQ subscales of CP and typically developing groups in terms of all subscales (P<0.05). The lowest motivation scores of subscales obtained in gross motor persistence (2.4870±.81047) and cognitive-oriented persistence (2.8529±.84223) in children with CP. Motivation was correlated with Gross Motor function Classification System (r= -0.831, P<0.001), Manual ability classification system (r=-0.782, P<0.001) and cognitive impairment (r=-0.161, P<0.05). Conclusion: Children with CP had lower mastery motivation than typically developing children.Rehabilitation efforts should take to enhance motivation, so that children felt empowered to do tasks or practices.

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“…With American and Chinese colleagues, Józsa investigated age changes in MM during the school years, using cross-sectional (Józsa, 2014a;Józsa, Wang, Barrett, & Morgan, 2014), and longitudinal data-collection (Józsa & Barrett, submitted;. Barrett, Morgan, and Józsa have also collaborated on a recent handbook on self-regulatory processes in development, including EF (Wang & Barrett, 2013;Józsa & Molnár, 2013;Morgan, Wang, Liao, & Xu, 2013).…”

Section: Our Previous Researchmentioning

confidence: 99%

Game-like Tablet Assessment of Approaches to Learning: Assessing Mastery Motivation and Executive Functions

Józsa¹,

Barrett²,

Morgan³

2017

EJREP

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Using the Dimensions of Mastery Questionnaire (DMQ) to Assess Mastery Motivation of English- and Chinese-Speaking Children

Cited by 45 publications

References 0 publications

An Improved Measure of Mastery Motivation: Reliability and Validity of the Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children

An Improved Measure of Mastery Motivation: Reliability and Validity of the Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children

Comparing Levels of Mastery Motivation in Children with Cerebral Palsy (CP) and Typically Developing Children

Game-like Tablet Assessment of Approaches to Learning: Assessing Mastery Motivation and Executive Functions

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