Browse Theses

Previous research in the area of infant mastery motivation has demonstrated the positive effects that adult interaction can have on an infant's ability to explore the environment and persist with moderately challenging tasks. By using some of their natural attention-focusing behaviors, such as naming and demonstrating object properties, in conjunction with appropriate control styles and corrective feedback adults are able to help infants develop various aspects of mastery motivation. There is also evidence to suggest that higher degrees of infant attention and mastery behavior are associated with more complex exploratory play, goal-directed persistence, and higher levels of later cognitive functioning.

The present study sought to add empirical evidence to a scarce body of literature on infant computer use, and its impact on object mastery motivation. It was hypothesized that the interactive, multimedia features of the cause and effect and problem-solving software activities would emulate adult interaction in the environment by aiding in focusing the infant's attention and stimulating exploratory behaviors, thereby increasing the level of mastery motivation. In order to test this hypothesis, 22 infants ranging in age from 9–23 months were paired by age and randomly assigned to either an experimental group that explored computer software activities, or a control group that received equal, individual time with a caregiver exploring cause-and-effect and problem-solving toys. Both groups received a total of 180 minutes of instruction over a four-week period. For the testing sessions, infants performed two structured tasks that measured four aspects of mastery motivation: goal-directed persistence, non-goal-directed behavior, task competence, and persistence duration. In addition, the Dimensions of Mastery Questionnaire was completed by the caregivers and provided an initial measure of mastery motivation.

Data collected from videotaped sessions of two structured tasks were analyzed using MANOVA techniques. Initial results indicated a significant difference between group measures of non-goal-oriented behavior, F (1, 19) = 4.99, p < .05. After subsequent review of the data, the procedure was repeated and no significant difference was detected, F (1, 18) = 3.65, p > .05. Pearson correlation matrices revealed significant relationships between measures. Age was significantly correlated with goal-directed persistence ( r = .54, p < .05), and non-goal-directed behavior ( r = ý.58, p < .05). Goal-directed persistence was significantly related to the task competence measure ( r = .81, p < .05). Non-goal-directed behavior was significantly related to goal-directed persistence ( r = ý.50, p < .05). The limitations of the study and suggestions for further research were also discussed.