Abstract
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.
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.
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© 2021, Author(s). This open-access article is available under the Creative Commons Attribution 4.0 (CC BY 4.0) International License (https://creativecommons.org/licenses/by/4.0/), which allows for unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.