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

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-02-05 DOI:10.1007/s10212-024-00794-w

Tiffany Yanyi Lee, Lit Wee Sim, Mohamed Syukri Bin Mohamed Anwar, Pierina Cheung, Kerry Lee, Daniel Ansari, Gianluca Esposito, Anne Rifkin-Graboi

{"title":"Domain specificity of mastery-motivation-related behaviours in relation to Singaporean preschoolers’ mathematical performance","authors":"Tiffany Yanyi Lee, Lit Wee Sim, Mohamed Syukri Bin Mohamed Anwar, Pierina Cheung, Kerry Lee, Daniel Ansari, Gianluca Esposito, Anne Rifkin-Graboi","doi":"10.1007/s10212-024-00794-w","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":"110 1","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Psychology of Education","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10212-024-00794-w","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

Abstract

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.

Abstract Image

查看原文本刊更多论文

与新加坡学龄前儿童数学成绩相关的掌握激励相关行为的领域特异性

掌握动机可以预测学习成绩，但学前儿童掌握动机的复杂性尚不清楚。根据特定性原则，学龄儿童和青少年的研究表明，考虑观察掌握动机的环境条件非常重要。本研究观察了新加坡 4 岁儿童（63 人）在数学和非数学活动中与掌握动机相关的行为（MMRB）（如坚持、专注和愉悦的表现）。确定了数学游戏（结果相关的环境）中的计算能力与掌握-动机相关行为之间的关系，并控制了其他活动（结果无关的环境）中的掌握-动机相关行为。此外，还研究了数学游戏中的多语言能力与接受语言（结果无关环境）之间的关系。与 "特定性原则 "相一致的是，在控制了其他活动中的数学活动相关性之后，数学游戏中的数学活动相关性（i）与计算能力相关，（ii）不能预测语言能力。增强学龄前儿童的经验，尤其是在与需要改进的领域相关的情境中实施时，可能会对结果有益。这些在生命早期获得的技能可以成为预测未来能力的重要指标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.