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Mastery motivation and temperament of 7-month-old infants
Insights
Infant mastery motivation and temperament are linked, offering nurses insights for promoting development. Alert nurses can identify behaviors to support optimal infant growth and provide guidance to parents.
Area of Science:
- Developmental Psychology
- Pediatric Nursing
Background:
- Understanding infant development requires examining cognitive, motivational, and temperamental factors.
- Early identification of developmental trajectories is crucial for timely interventions.
Purpose of the Study:
- To investigate the interrelationships between infant mastery motivation, temperament, and cognitive abilities.
- To identify observable infant behaviors relevant for clinical nursing practice to foster optimal development.
Main Methods:
- A descriptive correlational study was conducted with 26 healthy, 7-month-old infants.
- Utilized the Bayley Scales of Infant Development, Fagan Test of Infant Intelligence, Dimensions of Mastery Questionnaire, and Revised Infant Temperament Questionnaire.
Main Results:
- Cognition did not correlate with mastery motivation or temperament.
- Infants with high mastery pleasure exhibited more cooperation and less difficulty, and were more active and less irritable.
- High persistence in mastery motivation was associated with greater cooperation, rhythmicity, approachability, and less difficulty; high competence was linked to less difficulty.
Conclusions:
- Temperament and mastery motivation are related, with mastery motivation offering distinct insights for nursing practice.
- Nurses can use this information to plan interventions and provide anticipatory guidance to parents for enhanced infant development.
Purpose:
To examine relationships among infant mastery motivation, temperament, and cognition with the goal of highlighting infant behaviors to which nurses should be alert in the clinical environment to promote optimal infant development.
Sample:
Subjects were 26 healthy, full-term infants, age 7 months, recruited from a well baby clinic.
Method:
A descriptive correlational design was used. Tools included the Bayley Scales of Infant Development, Fagan Test of Infant Intelligence, the Dimensions of Mastery Questionnaire, and the Revised Infant Temperament Questionnaire.
Results:
Cognition was not related to either mastery motivation or temperament. Several relations between mastery motivation and temperament emerged. Infants with high mastery pleasure were rated as more cooperative and less difficult, and tended to be rated as more active and less irritable. Independent mastery, on the other hand, showed no correlation with temperament scores. Infants who were rated as high in persistence on the mastery motivation questionnaire were rated as more cooperative, more rhythmical, and less difficult on the temperament questionnaire, and they tended to be rated as more approachable and less irritable. Infants who were rated as high in competence tended to be rated as less difficult.
Conclusions:
While temperament and mastery motivation are related, information on mastery motivation provides additional information to the nurse that may be helpful both in planning interventions to promote infant development and in providing anticipatory guidance for parents.