5岁半幼儿掌控动机、气质及入学准备能力的关系探析
The Relationships between Mastery Motivation,Temperament and Competence of Young Children

通过对51名5.5岁幼儿掌控动机的问卷评估、入学准备能力的情境测验以及气质的教师评定,考察了幼儿多领域掌控动机与入学准备各领域能力之间的关系及气质在两者关系中的调节作用。结果发现,对于专注倾向(高专注性-低活动性和情绪性)幼儿,物体掌控动机正向预测了精细动作技能和学习方式,大动作掌控动机正向预测了感觉运动技能;对于反应倾向(高反应性-低抑制性)幼儿,同伴社会掌控动机正向预测了精细动作技能;而对于抑制倾向(低反应性-高抑制性)幼儿,同伴社会掌控动机则负向预测了精细动作技能、感觉运动技能和学习方式。
Fifty-one typically developing children participated in the assessment of mastery motivation using the Dimension of Mastery Questionnaire by their parents, competence using the School Readiness Test Battery-Comprehensive Version by experimenters and temperament using the Questionnaire of Temperament for Children Aged 3-9 by teachers. Hierarchical regressions were employed to analyze the moderating effect of temperament in motivation-competence relations. The results showed that (1) the moderating effect of Activity-Attention was significant. For children of Attention Type, higher object-oriented mastery motivation predicted higher levels of fine motor and approaches to learning, and higher gross motor mastery motivation predicted higher levels of sensory motor, whereas these relations were not significant for children of Activity Type. (2) The moderation effect of Reactivity-Inhibition was significant. For children of Reactivity Type, higher social mastery motivation with children predicted higher levels of fine motor. In turn, for children of Inhibition Type, higher social mastery motivation with children predicted lower levels of fine motor, sensory motor, and approaches to learning.