Domain specificity of mastery-motivation-related behaviours in relation to Singaporean preschoolers’ mathematical performance

• Autores: Tiffany Yanyi Lee, Lit Wee Sim, Mohamed Syukri Bin Mohamed Anwar, Pierina Cheung, Kerry Lee, Daniel Ansari, Gianluca Esposito, Anne Rifkin-Graboi
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 39, Nº 3, 2024, págs. 3115-3138
• Idioma: inglés
• DOI: 10.1007/s10212-024-00794-w
• Enlaces
  • Texto completo
• Resumen

  • Mastery motivation predicts achievement, but intricacies amongst pre-schoolers are unclear. In keeping with the Specificity Principle, school-age, and adolescent research demonstrates the importance of considering the setting conditions in which mastery motivation is observed. Here, Singaporean 4-year-olds’ (N = 63) mastery-motivation-related behaviour (MMRB) (e.g. signs of persistence, focus, and pleasure) in mathematical and non-mathematical activities were observed. Relations between numeracy and MMRB during a mathematical game (outcome relevant setting) were determined, controlling for MMRB in other activities (outcome irrelevant settings). Association between MMRB during the mathematical game and receptive language (outcome irrelevant setting) was also examined. Consistent with the Specificity Principle, MMRB during the mathematical game was (i) associated with numeracy, after controlling for MMRB in other activities and (ii) did not predict language. Enhancing preschoolers’ experiences, especially when implemented in contexts related to areas targeted for improvement, may benefit outcomes. These skills acquired in early life can become important predictors of future ability.

• Referencias bibliográficas
  • Aubrey, C., & Godfrey, R. (2003). The development of children’s early numeracy through key stage 1. British Educational Research Journal,...
  • Aubrey, C., Godfrey, R., & Dahl, S. (2006). Early mathematics development and later achievement: Further evidence. Mathematics Education...
  • Aunio, P., & Niemivirta, M. (2010). Predicting children’s mathematical performance in grade one by early numeracy. Learning and Individual...
  • Aunola, K., Leskinen, E., Lerkkanen, M., & Nurmi, J. (2004). Developmental dynamics of math performance from preschool to Grade 2. Journal...
  • Barrett, K. C., & Morgan, G. A. (1995). Continuities and discontinuities in mastery motivation during infancy and toddlerhood: A conceptualization...
  • Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task-value,...
  • Bonny, J., & Lourenco, S. (2013). The approximate number system and its relation to early math achievement: Evidence from the preschool...
  • Bornstein, M. H. (2017). The Specificity Principle in acculturation science. Perspectives on Psychological Science, 12(1), 3–45. https://doi.org/10.1177/1745691616655997
  • Bridgeman, B., & Shipman, V. (1978). Preschool measures of self-esteem and achievement motivation as predictors of third-grade achievement....
  • Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary-school-aged...
  • Busch-Rossnagel. (1997). Mastery motivation in toddlers. Infants and Young Children, 9(4), 1–11. https://doi.org/10.1097/00001163-199704000-00003
  • Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42(2),...
  • Clements, D., & Sarama, J. (2011). Early childhood mathematics intervention. Science, 333(6045), 968–970. https://doi.org/10.1126/science.1204537
  • Colomé, À., & Noël, M. (2012). One first? Acquisition of the cardinal and ordinal uses of numbers in preschoolers. Journal of Experimental...
  • De Smedt, B., Verschaffel, L., & Ghesquière, P. (2009). The predictive value of numerical magnitude comparison for individual differences...
  • Desoete, A., & Grégoire, J. (2006). Numerical competence in young children and in children with mathematics learning disabilities. Learning...
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn,...
  • Fantuzzo, J., Perry, M., & McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies...
  • Fischer, F. E., & Beckey, R. D. (1990). Beginning kindergarteners’ perception of number. Perceptual and Motor Skills, 70(2), 419–425....
  • Green, S., & Morgan, G. A. (2017). Patterns of mastery task behavior in early school-age children in the United States. Hungarian Educational...
  • Green, J., Martin, A. J., & Marsh, H. W. (2007). Motivation and engagement in English, mathematics and science high school subjects: Towards...
  • Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks,...
  • Halberda, J., Mazzocco, M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement....
  • Hashmi, S. I., Seok, C. B., & Halik, M. H. (2017). Enhancing persistence on mastery tasks among young preschool children by implementing...
  • Holloway, I., & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences...
  • Jakobsen, J. C., Gluud, C., Wetterslev, J., & Winkel, P. (2017). When and how should multiple imputation be used for handling missing...
  • Jordan, N., Kaplan, D., Ramineni, C., & Locuniak, M. (2009). Early math matters: Kindergarten number competence and later mathematics...
  • Józsa, K., & Molnár, D. (2013). The relationship between mastery motivation, self-regulated learning, and school success: A Hungarian...
  • Józsa, K., & Barrett, K. C. (2018). Affective and social mastery motivation in preschool as predictors of early school success: A longitudinal...
  • Józsa, K., & Morgan, G. (2015). An improved measure of mastery motivation: Reliability and validity of the Dimensions of Mastery Questionnaire...
  • Jungert, T., Hesser, H., & Träff, U. (2014). Contrasting two models of academic self-efficacy – domain-specific versus cross-domain –...
  • Koo, K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal...
  • Lange, G., MacKinnon, C. E., & Nida, R. E. (1989). Knowledge, strategy, and motivational contributions to preschool children’s object...
  • Lau, N., Merkley, R., Tremblay, P., Zhang, S., De Jesus, S., & Ansari, D. (2021). Kindergarteners’ symbolic number abilities predict nonsymbolic...
  • Libertus, M., Feigenson, L., & Halberda, J. (2011). Preschool acuity of the approximate number system correlates with school math ability....
  • Low, A., Yu, Y., Sim, L. W., Bureau, J. F., Tan, N. C., Chen, H., Yang, Y., Cheon, B., Lee, K., Bakermans-Kranenburg, M., Tsotsi, S., &...
  • Lyons, I., Price, G., Vaessen, A., Blomert, L., & Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1–6. Developmental...
  • Lyons, I. M., Bugden, S., Zheng, S., De Jesus, S., & Ansari, D. (2018). Symbolic number skills predict growth in nonsymbolic number skills...
  • MacTurk, R. H., & Morgan, G. A. (1995). Mastery motivation: Origins, conceptualizations, and applications. Ablex.
  • Marsh, H. (1990). The structure of academic self-concept: The Marsh/Shavelson model. Journal of Educational Psychology, 82(4), 623–636. https://doi.org/10.1037/0022-0663.82.4.623
  • Martin, A., Ryan, R. M., & Brooks-Gunn, J. (2013). Longitudinal associations among interest, persistence, supportive parenting, and achievement...
  • Mellor, D., & Moore, K. (2014). The use of Likert scales with children. Journal of Pediatric Psychology, 39(3), 369–379. https://doi.org/10.1093/jpepsy/jst079
  • Merkley, R., & Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior....
  • Miller, K., Major, S., Shu, H., & Zhang, H. (2000). Ordinal knowledge: Number names and number concepts in Chinese and English. Canadian...
  • Mokrova, I., O’Brien, M., Calkins, S., Leerkes, E., & Marcovitch, S. (2013). The role of persistence at preschool age in academic skills...
  • Morgan, G. A., Liao, H.-F., Nyitrai, Á., Huang, S. Y., Wang, P.-J., Blasco, P., Ramakrishnan, J., & Józsa, K. (2017). The revised Dimensions...
  • Mundy, E., & Gilmore, C. (2009). Children’s mapping between symbolic and nonsymbolic representations of number. Journal of Experimental...
  • Muñez, D., Bull, R., & Lee, K. (2021). Socioeconomic status, home mathematics environment and math achievement in kindergarten: A mediation...
  • Pajares, F., & Miller, M. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal...
  • Sasanguie, D., De Smedt, B., Defever, E., & Reynvoet, B. (2012). Association between basic numerical abilities and mathematics achievement:...
  • Sasanguie, D., Göbel, S., Moll, K., Smets, K., & Reynvoet, B. (2013). Approximate number sense, symbolic number processing, or number–space...
  • Shavelson, R., Hubner, J., & Stanton, G. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research,...
  • Stipek, D. J., & Greene, J. K. (2001). Achievement motivation in early childhood: Cause for concern or celebration? In S. L. Golbeck (Ed.),...
  • Sze, W. P., & Rickard Liow, S. J. (2018). Bilingual language assessment battery: Receptive vocabulary. Manuscript in preparation.
  • Turner, L. A., & Johnson, B. (2003). A model of mastery motivation for at-risk preschoolers. Journal of Educational Psychology, 95(3),...
  • Vanbinst, K., Ghesquière, P., & De Smedt, B. (2012). Numerical magnitude representations and individual differences in children’s arithmetic...
  • Vogel, S., Remark, A., & Ansari, D. (2015). Differential processing of symbolic numerical magnitude and order in first-grade children....
  • Walker, A. K., & MacPhee, D. (2011). How home gets to school: Parental control strategies predict children’s school readiness. Early Childhood...
  • Wang, P.-J., Morgan, G. A., Liao, H.-F., Chen, L.-C., Hwang, A.-W., & Lu, L. (2016). Reliability and validity of the revised individualized...
  • Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg,...
  • Young, A., Arbreton, A., & Midgley, C. (1992). All content areas may not be created equal: Motivational orientation and cognitive strategy...