Mastery motivation in Iranian parents and their children: A comparison study of their views
, Roshanak Vameghi2, Seyed Ali Hosseini2, Vahid Rashedi3, Hasan Siamian4
, George A Morgan5
1 Orthopedic Research Center, Mazandaran University of Medical Sciences, Sari, Iran
2 Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
3 Department of Gerontology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran
4 Department of Medical Records and Health Information Technology, School of Allied Medical Sciences, Mazandaran University of Medical Sciences, Health Sciences Research Center, Addiction Institute, Sari, Iran
5 Department of Education and Human Development, Colorado State University, Fort Collins, Colorado, USA
Dr. Hasan Siamian
Department of Medical Records and Health Information Technology, School of Allied Medical Sciences, Mazandaran University of Medical Sciences, Health Sciences Research Center, Addiction Institute, Sari
Source of Support: None, Conflict of Interest: None
Context: The Dimensions of Mastery Questionnaire has been widely used to assess children's motivation to master skills and solve problems.
Aims: The present study examined Iranian parents' views on the mastery motivation of their children compared with the children's views of their own mastery motivation.
Setting and Design: This analytic cross-sectional and psychometric study was done in 2017-2018 in Iranian governmental regular schools in Sari, Babol (Mazandaran) and Tehran. 11 schools (5 Tehran, 3 Sari and 3 Babol) were selected based on cooperation and acceptance of the study.
Materials and Methods: A convenience sampling of 114 families with schoolage children was invited to participate in the present study. Fathers (33.7%) or mothers (69.7%) and their 1115 yearold children (67% boys) filled the questionnaires; 42 parents and 33 children were asked to refill questionnaires after 2 weeks.
Statistical Analysis Used: All data were analyzed using descriptive statistics, inferential internal consistency, and testretest reliability.
Results: There was no difference between parent and child views on 3 out of 4 persistence subscales, but for all the emotional subscales plus general competence, children rated themselves higher than the parents rated them. The intraclass correlation coefficient of all domains and total score were significant (P 0.01).
Conclusions: Pediatric rehabilitation professionals need to be aware that children and adults may differ in their view of the children's motivation. Disagreements should be discussed with parents and students. Specific treatment goals should be developed for the dimensions on which both parents and their children agree.