Author/Authors :
Gharib, Masoud Department of Medical Records and Health Information Technology - School of Allied Medical Sciences - Mazandaran University of Medical Sciences - Health Sciences Research Centr Addiction Institute, Sari , Vameghi, Roshanak Pediatric Neurorehabilitation Research Center - University of Social Welfare and Rehabilitation Sciences, Tehran, Iran , Hosseini, Ali Pediatric Neurorehabilitation Research Center - University of Social Welfare and Rehabilitation Sciences, Tehran, Iran , Rashedi, Vahid Department of Gerontology - School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry) - Iran University of Medical Sciences, Tehran, Iran , Siamian, Hasan Department of Medical Records and Health Information Technology - School of Allied Medical Sciences - Mazandaran University of Medical Sciences - Health Sciences Research Centr Addiction Institute, Sari , A. Morgan, George Department of Education and Human Development - Colorado State University, Fort Collins, Colorado, USA
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.
