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Journal of Early Intervention
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Mother-Child Interaction as a Predictor of Mastery Motivation in Children with Disabilities Born Preterm

Jessica Mercer Young

Boston College, mercerj{at}bc.edu

Penny Hauser-Cram

Boston College

This study examined mother-child interaction as a predictor of mastery motivation (i.e., persistence on a problem-posing task) in 3-year-old children who were born premature and had either motor impairment or developmental delay (n = 34). Two aspects of mother-child interaction were hypothesized to predict for mastery motivation: response to child's distress and cognitive growth-fostering behaviors. Hierarchical regression analyses revealed that maternal response to distress, but not cognitive growth promotion, added significant unique variance (15.3%) beyond child cognitive performance in the prediction of mastery motivation. Results suggest that interventions focused on emotional aspects of the mother-child dyad provide important benefits to young children with disabilities who are born preterm.

Journal of Early Intervention, Vol. 28, No. 4, 252-263 (2006)
DOI: 10.1177/105381510602800402
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D. A. Hwa-Froelich, C. A. Loveland Cook, and L. H. Flick
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Journal of Early Intervention, December 1, 2008; 31(1): 44 - 66.
[Abstract] [PDF]