請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/59722
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 廖華芳(Hua-Fang Liao) | |
dc.contributor.author | Pei-Jung Wang | en |
dc.contributor.author | 汪佩蓉 | zh_TW |
dc.date.accessioned | 2021-06-16T09:34:49Z | - |
dc.date.available | 2019-03-01 | |
dc.date.copyright | 2017-03-01 | |
dc.date.issued | 2016 | |
dc.date.submitted | 2017-02-14 | |
dc.identifier.citation | References
Albers, C. A., & Grieve, A. J. (2007). Bayley Scales of Infant and Toddler Development–Third Edition. Journal of Psychoeducational Assessment, 25, 180-190. Azad, G., Blacher, J., & Marcoulides, G. A. (2013). Mothers of children with developmental disabilities: Stress in early and middle childhood. Research in Developmental Disabilities, 34, 3449-3459. Banerjee, P. N., & Tamis-Lemonda, C. S. (2007). Infants' persistence and mothers' teaching as predictors of toddlers' cognitive development. Infant Behavior & Development, 30, 479-491. Barrett, K.C., Morgan, G.A (1995). Continuities and discontinuities in mastery motivation during infancy and toddlerhood: A conceptualization and review. In R. H. MacTurk & G. A. Morgan (Eds.), Mastery Motivation: Origins, Conceptualizations, and Applications (pp. 67–93). Norwood, NJ: Ablex. Blair, C., Greenberg, M., & Crnic, K. (2001). Age-related increases in motivation among children with mental retardation and MA- and CA-matched controls. Amermian Journal of Mental Retardation, 106, 511-524. Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, Mass: Harvard University Press. Busch-Rossnagel, N. A. & Morgan, G. A. (2013). Introduction to the mastery motivation and self-regulation section. In K. C. Barrett, N. A. Fox, G. A. Morgan, D. J. Fidler, & L. A. Daunhauer. (Eds.) Handbook of Self-Regulatory Processesin Development: New Directions And International Perspectives (pp. 247-264). New York, NY: Psychology Press. Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Development, 83, 1229-1244. Cleveland, E. S., & Reese, E. (2005). Maternal Structure and Autonomy Support in Conversations About the Past: Contributions to Children's Autobiographical Memory. Developmental Psychology, 41, 376-388. Couzens, D., Haynes, M., & Cuskelly, M. (2012). Individual and environmental characteristics associated with cognitive development in Down Syndrome: A Longitudinal Study. Journal of Applied Research Intellectual Disabilities, 25, 396-413. Crawley, S. B., & Spiker, D. (1983). Mother-Child Interactions Involving Two-Year-Olds with Down Syndrome: A Look at Individual Differences. Child Development, 54, 1312-1323. Cress, C. J., Moskal, L., & Hoffmann, A. (2008). Parent directiveness in free play with young children with physical impairments. Communication Disorders Quarterly, 29, 99-108. Danks, M., Maideen, M. F., Burns, Y. R., O'Callaghan, M. J., Gray, P. H., Poulsen, L., . . . Gibbons, K. (2012). The long-term predictive validity of early motor development in 'apparently normal' ELBW survivors. Early Human Development, 88, 637-641. Dunst, C. J., & Trivette, C. M. (1994). Methodological considerations and strategies for studying long-term effects of early intervention. In S. L. Friedman & H. C. Haywood (Eds.), Developmental Follow-Up: Concepts, Domains, and Methods (pp. 277-313). San Diego, CA: Academic Press. Eapen, V., Zoubeidi, T., Yunis, F., Gururaj, A. K., Sabri, S., & Ghubash, R. (2006). Prevalence and psychosocial correlates of global developmental delay in 3-year-old children in the United Arab Emirates. Journal of Psychosomatic Research, 61, 321-326. Eisenhower, A., Baker, B. L., & Blacher, J. (2009). Children's delayed development and behavior problems: impact on mothers' perceived physical health across early childhood. Social Science & Medicine, 68, 89-99. Evensen, K. A., Skranes, J., Brubakk, A. M., & Vik, T. (2009). Predictive value of early motor evaluation in preterm very low birth weight and term small for gestational age children. Early Human Development, 85, 511-518. Fenning, R. M., & Baker, J. K. (2012). Mother-child interaction and resilience in children with early developmental risk. Journal of Family Psychology, 26, 411-420. Gentile A (1992). The nature of skill acquisition: Therapeutic implications for children with movement disorders. In: H Forssberg & H Hirschfeld (Eds.), Movement Disordersin Children (pp.31-40). Basel, Switzland: Karger. Gilmore, L., & Cuskelly, M. (2009). A longitudinal study of motivation and competence in children with Down syndrome: Early childhood to early adolescence. Journal of Intellectual Disability Research, 53, 484-492. Gilmore, L., & Cuskelly, M. (2011). Observational assessment and maternal reports of motivation in children and adolescents with Down syndrome. American Association on Intellectual and Developmental Disabilities, 116, 153-164. Gilmore, L., Cuskelly, M., Jobling, A., & Hayes, A. (2009). Maternal support for autonomy: Relationships with persistence for children with Down syndrome and typically developing children. Research in Developmental Disabilities, 30, 1023-1033. Gilmore, L., Cuskelly, M., & Purdie, N. (2003). Mastery motivation: Stability and predictive validity from ages two to eight. Early Education and Development, 14, 411-424. Goyen, T. A., & Lui, K. (2002). Longitudinal motor development of 'apparently normal' high-risk infants at 18 months, 3 and 5 years. Early Human Development, 70, 103-115. Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: two new school readiness indicators. Developmental Psychoolgy, 46, 1008-1017. Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81, 143-154. Guadagnoli, T.D., Lee, T.D. Challenge point: A framework for conceptualizing the effect of various practice conditions in motor learning (2004). Journal of Motor Behavior, 36, 212-224. Guralnick, M. J. (2011). Why Early Intervention Works: A Systems Perspective. Infants and Young Children, 24, 6-28. Hauser-Cram, P. (1993). Mastery motivation in 3-year-old children with Down syndrome. In D. Messer (Ed.), Mastery Motivation in Early Childhood (pp. 230-250). London, UK: Loutledge. Hauser-Cram, P. (1996). Mastery motivation in toddlers with developmental disabilities. Child Development, 67, 236-248. Hauser-Cram, P., Warfield, M. E., Shonkoff, J. P., Krauss, M. W., Sayer, A., & Upshur, C. C. (2001). Children with disabilities: A longitudinal study of child development and parent well-being. Monographs of the Society for Research in Child Development, 66, i-viii, 1-114; discussion 115-126. Hauser-Cram, P., Warfield, M. E., Shonkoff, J. P., Krauss, M. W., Upshur, C. C., & Sayer, A. (1999). Family influences on adaptive development in young children with Down syndrome. Child Development, 70, 979-989. Heckhausen, J. (1993). The development of mastery and its perception within caretaker-child dyads. In D. Messer (Ed.), Mastery motivation in early childhood: Development, measurement and social processes (pp. 55-79). London: Routledge. Holditch-Davis, D., Docherty, S., Miles, M. S., & Burchinal, M. (2001). Developmental outcomes of infants with bronchopulmonary dysplasia: comparison with other medically fragile infants.. Research in Nursing Health, 24, 181-193. Hsieh, R. L., Hsueh, Y. M., Huang, H. Y., Lin, M. I., Tseng, W. C., & Lee, W. C. (2013). Quality of life and impact of children with unclassified developmental delays. Journal of Paediatrics and Child Health, 49, E116-121. Hunt, J. M. (1965). Intrinsic motivation and its role in psychological development In D. Levine (Ed.), Nebraska Symposium on Motivation (Vol. 13, pp. 189-282). University of Nebraska Press, Lincoln, NE. Hwang, A. W., Weng, L. J., & Liao, H. F. (2010). Construct validity of the Comprehensive Developmental Inventory for Infants and Toddlers. Pediatrics International, 52, 598-606. Jennings, K. D., Yarrow, L. J., & Martin, P. P. (1984). Mastery motivation and cognitive development: A longitudinal study from infancy to 31/2 years of age. International Journal of Behavioral Development, 7, 441-461. Jennings, K. D., Connors, R. E., & Stegman, C. E. (1988). Does a physical handicap alter the development of mastery motivation during the preschool years Journal of the American Academy of Child and Adolescent Psychiatry, 27, 312-317. Jimenez-Gomez, A., & Standridge, S. M. (2014). A refined approach to evaluating global developmental delay for the international medical community. Pediatric Neurology, 51, 198-206. Karaaslan, O., Diken, I., & Mahoney, G. (2011). The Effectiveness of the responsive teaching Parent-mediated developmental intervention programme in Turkey: A pilot study. International Journal of Disability, Development and Education, 58, 359-372. Kelley, S. A., Brownell, C. A., & Campbell, S. B. (2000). Mastery motivation and self-evaluative affect in toddlers: longitudinal relations with maternal behavior. Child Development, 71, 1061-1071. Keogh, B. K., Bernheimer, L. P., & Guthrie, D. (1997). Stability and change over time in cognitive level of children with delays. American Journal of Mental Retardation, 101, 365-373. Landry, S. H., Smith, K. E., Swank, P. R., & Miller-Loncar, C. L. (2000). Early maternal and child influences on children's later independent cognitive and social functioning. Child Development, 71, 358-375. Leung, G. P. K., Chan, C. C. H., Chung, R. C. K., & Pang, M. Y. C. (2011). Determinants of activity and participation in preschoolers with developmental delay. Research in Developmental Disabilities, 32, 289-296. Liao, H. F., Lee, S. C., Lien, I. N. (1991) The motor development of children with non-specific mental retardation and analysis of the related factors. Journal of the Physical Therapy Association of the R. O. C., 16, 133-145. Liao, H. F., Lee, S. C., Soong, W. T., Tseng, C. C., & Su, S. C. (1996). Mental and neuromotor outcomes of children with psychomotor retardation. Journal of the Physical Therapy Association of the R. O. C., 21, 121-130. Liao, H. F., & Pan, Y. L. (2005). Test-retest and inter-rater reliability for the Comprehensive Developmental Inventory for Infants and Toddlers Diagnostic and Screening Tests. Early Human Development, 81, 927-937. Liao, H. F., Yao, G., & Wang, T. M. (2008). Concurrent validity in Taiwan of the Comprehensive Developmental Inventory for infants and toddlers who were full term infants. Perceptual and Motor Skills, 107, 29-44. MacTurk, R. H., Morgan, G. A., & Jennings, K. D. (1995). The assessment of mastery motivation in infants and young children. In R. H. Macturk & G. A. Morgan (Eds.), Mastery Motivation: Origins, Conceptualizations, and Applications (pp. 19-51): Norwood, NJ: Ablex Publishing Corporation. Mahoney, G., & Perales, F. (2005). Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: A comparative study. Journal of Developmental and Behavioral Pediatrics, 26, 77-85. Majnemer, A., Shevell, M., Law, M., Poulin, C., & Rosenbaum, P. (2010). Level of motivation in mastering challenging tasks in children with cerebral palsy. Developmental Medicine & Child Neurology, 52, 1120-1126. Marr, D., Cermak, S., Cohn, E. S., & Henderson, A. (2003). Fine motor activities in Head Start and kindergarten classrooms. American Journal of Occupational Therapy, 57, 550-557. Matson, J. L., Hess, J. A., Sipes, M., & Horovitz, M. (2010). Developmental profiles from the Battelle developmental inventory: a comparison of toddlers diagnosed with Down Syndrome, global developmental delay and premature birth. Developmental Neurorehabilitation,13, 234-238. McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmantal Psychology, 43, 947-959. McCoy, S.W., Dusing, S.C. Motor control: Developmental aspects of motor control in skill acquisition (2012). In: S Campbell, RJ Palisano, MN Orlin (Eds.), Physical Therapy for Children (pp.87-151). Philadelphia, W.B Saunders Company. McGrath, M., Sullivan, M., Brem, F., & Rocherolle, K. (1995). Mastery motivation and cognitive development in 4-year-old children born at various degrees of medical risk. Journal of Pediatric Nursing, 10, 287-295. Merz, E. C., Landry, S. H., Montroy, J. J., & Wiliams, J. M. (2016). Bidirectional associations between parental responsiveness and executive function during early childhood. Social Development, doi: 10.1111/sode.12204. Messer, D. J., McCarthy, M. E., McQuiston, S., MacTurk, R. H., Yarrow, L. J., & Vietze, P. M. (1986). Relation between mastery behavior in infancy and competence in early childhood. Developmental Psychology, 22, 366-372. Miller, L., Ziviani, J., Ware, R. S., & Boyd, R. N. (2015). Mastery motivation: a way of understanding therapy outcomes for children with unilateral cerebral palsy. Disability Rehabilitation, 37, 1439-1445. Moore, J., Saylor, C., & Boyce, G. (1998). Parent-child interaction and developmental outcomes in medically fragile, high-risk children. Children's Health Care,27, 97-112. Moorman, E. A., & Pomerantz, E. M. (2008). The role of mothers' control in children's mastery orientation: A time frame analysis. Journal of Family Psychology, 22, 734-741. Morgan, G. A., Busch-Rossnagel, N. A., Maslin-Cole, C. A., & Harmon, R. J. (1992). Mastery motivation tasks: Manual for 15- to 36-month-old children. Bronx: Fordham University Psychology Department. (Updated 1993). ` Morgan, G. A., Harmon, R. J., & Maslin-Cole, C. A. (1990). Mastery motivation: definition and measurement. Early Education and Devleopment, 1, 318-342. Morgan, G. A., MacTurk, R. H., & Hrncir, E. J. (1995). Mastery motivation: overview, definitions, and conceptual issues. In R. H. MacTurk & G. A. Morgan (Eds.), Mastery Motivation: Origins, Conceptualizations, and Applications (pp. 1-18). Norwood, New Jersey: Ablex Publishing Corporation. Morgan, G. A., Maslin-Cole, C. A., Harmon, R. J., Busch-Rossnagel, N. A., Jennings, K. D., Hauser-Cram, P., & Brockman, L. (1993). Parent and teacher perceptions of young children’s mastery motivation: Assessment and review of research. In D. Messer (Ed.). Mastery motivation in early childhood: Development, measurement and social processes (pp. 109–131). London: Routledge. Morgan, G. A., Wang, J., Liao, H.-F, & Xu, Q. (2013). Using the Dimensions of Mastery Questionnaire to assess mastery motivation of English- and Chinese- speaking children: Psychometrics and implications for self-regulation. In K. C. Barrett, N. A. Fox, G. A. Morgan, D. J. Fidler, & L. A. Daunhauer. (Eds.) Handbook of self-regulatory processes in development: New directions and international perspectives (pp. 305-335). New York, NY: Psychology Press. Murray, A. D., & Hornbaker, A. V. (1997). Maternal directive and facilitative interaction styles: associations with language and cognitive development of low risk and high risk toddlers. Developmental Psychopathology, 9, 507-516. Nam, S., & Chun, J. (2014). Influencing factors on mothers' parenting style of young children at risk for developmental delay in South Korea: The mediating effects of parenting stress. Children and Youth Services Review, 36, 81-89. Niccols, A., Atkinson, L., & Pepler, D. (2003). Mastery motivation in young children with Down's syndrome: relations with cognitive and adaptive competence. Journal of Intellectual Disability Research, 47, 121-133. Pan, YL, Liu, WY, Rei SH, Liao HF (2013). The history and current status of joint assessment centers for child development in Taiwan. Chinese Journal of Rehabilitation, 28, 408-410. (In Chinese). Petersen, M. C., Kube, D. A., & Palmer, F. B. (1998). Classification of developmental delays. Seminars in Pediatric Neurology, 5, 2-14. Piaget. (1952). The origins of intelligence in children. New York: International Universities Press. Riou, E. M., Ghosh, S., Francoeur, E., & Shevell, M. (2009). Global developmental delay and its relationship to cognitive skills. Developmental Medicine and Child Neurololgy, 51, 600-606. Rowe, M. L. (2007). Mastery motivation in young children with wiliams syndrome or down syndrome. Doctoral of Philosophy, University of Louisville, Louisville, KY. Sachdeva, S., Amir, A., Alam, S., Khan, Z., Khalique, N., & Ansari, M. A. (2010). Global developmental delay and its determinants among urban infants and toddlers: a cross sectional study. The Indian Journal of Pediatrics, 77, 975-980. Sameroff, A.J. & Chandler, M.J (1975). Reproductive risk and the continuum of caretaking casualty. In: F. D. Horowitz, E.M. Hetherington, S Scarr-Salapatek, G.M. Siegel (Eds). Review of Child Development Research. Vol. 4 (pp. 187-244). Chicago: University of Chicago Press. Sameroff, A.J. (2009). The transactional model. In A. Sameroff (Ed.), The transactional model of development: how children and contexts shape each other (pp. 3-22). Washington, DC: American Psychological Association. Sandall, S. R., Schwartz, I.S., Joseph, G.E. et al (2002). Building Blocks for Teaching Preschoolers with Special Needs. Baltimore: Paul Brookes. Seifer, R., & Vaughn, B. E. (1995). Mastery motivation within a general organizational model of competence. In R. H. MacTurk & G. A. Morgan (Eds.), Mastery motivation: Origins, conceptualizations, and applications (pp. 95–115). Norwood, NJ: Ablex. Sherr, E. H., & Shevell, M. I. (2006). Mental Retardation and Global Developmental Delay. In K. F. Swaiman, S. Ashwal & D. M. Ferreiro (Eds.), Pediatric Neurology Principles and Practice (pp. 799-820). Philadelphia: Mosby Elsevier. Shevell, M. (2008). Global Developmental Delay and Mental Retardation or Intellectual Disability: Conceptualization, Evaluation, and Etiology. Pediatric Clinics of North America, 55, 1071-1084. Shevell, M., Ashwal, S., Donley, D., Flint, J., Gingold, M., Hirtz, D et al. (2003). Practice parameter: evaluation of the child with global developmental delay: report of the Quality Standards Subcommittee of the American Academy of Neurology and The Practice Committee of the Child Neurology Society. Neurology, 60, 367-380. Shevell, M., Majnemer, A., Platt, R. W., Webster, R., & Birnbaum, R. (2005). Developmental and functional outcomes in children with global developmental delay or developmental language impairment. Developmental Medicine Child Neurology, 47, 678-683. Shevell, M., Majnemer, A., Rosenbaum, P., & Abrahamowicz, M. (2001). Profile of referrals for early childhood developmental delay to ambulatory subspecialty clinics. Journal of Child Neurology, 16, 645-650. Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to neighborhoods: The science of early childhood development: National Academy Press. Silva, P. A., Williams, S., & McGee, R. (1987). A longitudinal study of children with developmental language delay at age three: later intelligence, reading and behaviour problems. Developmental Medicine & Child Neurology, 29, 630-640. Simeonsson, R., & Simeonsson, N. (2001). Developmental surveillance and intervention. In R. Hoekelman, H. Adam, N. Nelson, M. Weitzman, & M. Wilson (Eds.), Primary pediatric care, 4th ed. (pp. 274-282). St. Louis: Mosby. Smidt, M. L., & Cress, C. J. (2004). Mastery behaviors during social and object play in toddlers with physical impairments. Education and Training in Developmental Disabilities, 39, 141-152. Smith, K. E., Landry, S. H., & Swank, P. R. (2006). The role of early maternal responsiveness in supporting school-aged cognitive development for children who vary in birth status. Pediatrics, 117, 1608-1617. Srour, M., Mazer, B., & Shevell, M. (2006). Analysis of clinical features predicting etiologic yield in the assessment of global developmental delay. Pediatrics, 118, 139-145. Sterling, A. M., Warren, S. F., Brady, N., & Fleming, K. (2013). Influences on maternal responsivity in mothers of children with fragile X syndrome. American Journal on Intellectual and Developmental Disabilities, 118, 310-326. Sumner, G., & Spietz, A. (1994). NCAST Caregiver/Parent-Child Interaction Teaching Manual. Seattle: NCAST Publications, University of Washington, School of Nursing Treyvaud, K., Anderson, V. A., Howard, K., Bear, M., Hunt, R. W., Doyle, L. W., . . . Anderson, P. J. (2009). Parenting behavior is associated with the early neurobehavioral development of very preterm children. Pediatrics, 123, 555-561. Trivette, C. M., Dunst, C. J., & Hamby, D. W. (2010). Influences of Family-Systems Intervention Practices on Parent-Child Interactions and Child Development. Topics in Early Childhood Special Education, 30, 3-19. Turner, L. A., & Burke, J. (2003). A model of mastery motivation for at-risk preschoolers. Journal of Educational Psychology, 95, 495-505. Vygotsky, L. S. (1978). Mind and Society: The development of higher psychological processes. Cambridge, MA, Harvard University Press. Vygotsky, L. S. (1986). Thoughts and Langauge. Combridge, MA: MIT Press. Wachs, T. D. (1987). Specificty of environmental action as manifest in environmental correlates of infant's mastery motivation. Developmental Psychology, 23, 782-790. WaldmanLevi, A. & Erez, A (2014). Will environmental interventions affect the level of mastery motivation among children with disabilities? A preliminary study. Occupational Therapy International, 22, 19-27. Wang, J., Morgan, G. A., & Biringen, J. (2013). Mother-infant affect exchange and mastery motivation in toddlerhood. Infant and Child Development, 23, 139-152. Wang, P. J. (2010). Relation between Maternal Interactive Behavior and Mastery Motivation in Children With Motor Delay. Master Thesis, Naitonal Taiwan University. Wang, P. J., Hwang, A. W., Liao, H. F., Chen, P. C., Hsieh, W.S (2011). The stability of mastery motivation and its relationship with home environment in infants and toddlers. Infant Behavior & Development, 34, 434-442. Wang, P. J., Morgan, G. A., Hwang, A. W., & Liao, H. F. (2013). Individualized behavioral assessments and maternal ratings of mastery motivation in mental age-matched toddlers with and without motor delay. Physical Therapy, 93, 79-87. Wang, P.J, Morgan, G.A, Hwang, A.W.,Chen, L. C., Liao, H.F.* (2014). Do Maternal Interactive Behaviors Correlate With Developmental Outcomes and Mastery Motivation in Toddlers With and Without Motor Delay? Physical Therapy, 94, 1744-1754. Wang, P.J., Morgan, G.A., Liao, H.F.*, Chen, L.C., Hwang, A.W., Lu L. (2016). Validity and Reliability of Revised Individualized Structured Mastery Tasks in Children with Developmental Delay, International Journal of Physical Medicine & Rehabilitation, doi:10.4172/2329-9096.1000374. Wang, T. M., Su, C. W., Liao, H. F., Lin, H. Y., Chou, K. S., & Lin, S. H. (1998). The standardization of the Comprehensive Developmental Inventory for infants and Toddlers Psychological Testing [In Chinese], 19-46. Webster, R. I., Majnemer, A., Platt, R. W., & Shevell, M. I. (2008). Child health and parental stress in school-age children with a preschool diagnosis of developmental delay. Journal of Child Neurology, 23, 32-38. White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333. Wong, C.-C., & Tsou, K.-S. (2005). Clinical characteristics of young children with developmental delay. Taipei City Medical Journal, 2, 535-544. Wu, C. L., & Chiang, T. L. (2015). Differential susceptibility to effects of the home environment on motor developmental outcomes of preschool children: Low birthweight status as a susceptibility factor. Early Child Developmental Care, 186, 1227-1242. Yarrow, L. J., & et al. (1982). Infants' persistence at tasks: Relationships to cognitive functioning and early experiencing. Infant Behavior & Development, 5, 131-141. Yarrow, L. J., Macturk, R. H., Vietze, P. M., Mccarthy, M. E., Klein, R. P., & Mcquiston, S. (1984). Developmental course of parental stimulation and its relationship to mastery motivation during infancy. Developmental Psychology, 20, 492-503. Yeargin-Allsopp, M., Murphy, C. C., & Cordero, J. e. a. (1997). Reported biomedical causes and associated medical conditions for mental retardation among 10 year old children, metropolitan Atlanta, 1985 to 1987. Developmental Medicine of Child Neurology, 39, 142-149. Young, J. M., & Hauser-Cram, P. (2006). Mother-Child Interaction as a Predictor of Mastery Motivation in Children with Disabilities Born Preterm. Journal of Early Intervention, 28, 252-263. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/59722 | - |
dc.description.abstract | 母親行為與兒童行為相互影響。母親互動行為會影響發展遲緩兒童的功能,包含認知、動作發展能力及精熟動機等,同時兒童行為也會影響母親行為。過去研究大多單方向地探討母親互動行為對遲緩兒童行為之影響,但對於母親互動行為、兒童能力及兒童動機之間在發展過程中如何相互作用,目前尚不清楚。因此,本研究目的為要探究全面性發展遲緩兒童之母親互動行為與兒童發展能力及精熟動機之間的關係與交互影響,包括:(1)母親行為和兒童認知、精細動作能力的雙向關係; (2) 母親行為和精熟動機的雙向關係; (3)兒童精熟動機和認知、精細動作能力的雙向關係;(4)兒童精熟動機是否為早期母親行為預測後期兒童認知或精動作能力之中介因子。方法:本計畫為一長期追蹤研究,從大台北地區徵召56組24-42個月大之全面性發展遲緩兒童及其母親,評估母親行為、兒童發展能力、及兒童精熟動機,並於6個月後再追蹤一次。測量內容包括:用「兒童教導量表」(Nursing Child Assessment Teaching Scale, NCATS)評估母親互動行為,以「嬰幼兒綜合發展測驗」(Comprehensive Developmental Inventory for Infants and Toddlers, CDIIT)測量兒童認知與精細動作發展能力,以「個別化結構性精熟任務修正版」(Revised Individualized Structured Mastery Tasks, ISMT-R)測量兒童之精熟動機。為避免評估時間過於冗長,所有評估於家訪和研究室分二次完成。統計分析:首先用相關分析結果以提出可能的假設模型,其次用路徑分析檢驗全面性發展遲緩兒童之母親行為和兒童發展能力或精熟動機之雙向模型,及兒童精熟動機在此關係之中介模型。結果:早期母親互動行為顯著且正向的預測6個月後兒童之認知和精細動作能力;但兒童早期認知和精細動作能力無法顯著的預測6個月後母親之互動行為。路徑分析顯示,兒童精熟動機和母親行為及其認知或精細動作能力之關係皆為顯著的雙向模型;兒童精熟動機為早期母親行為預測6個月後之兒童認知和精細動作發展能力之中介模型也驗證成功。結論:此研究發現早期母親互動行為可預測之後兒童認知及精細動作能力和精熟動機;兒童早期精熟動機能預測之後兒童認知/精細動作能力與母親行為,但兒童早期發展能力無法預測之後的母親行為;兒童精熟動機和認知或精細動作發展能力的互動是雙向關係。本研究結果證實母親行為和兒童精熟動機會交互影響,此結果支持交互動態發展模式。更重要的是精熟動機為早期母親行為預測後期兒童發展能力之中介因子。換言之,早期母親行為先影響同時的兒童精熟動機後,再影響日後兒童認知和精細動作發展能力。臨床應用:臨床人員必須重視母親互動行為品質和兒童動機,因前兩者皆可促進兒童日後發展能力。 | zh_TW |
dc.description.abstract | Maternal and child behaviors are mutually related. Maternal interactive behavior has important impacts on functioning of children with developmental delays, including cognitive and motor abilities as well as mastery motivation. On the other hand, children’s functioning influences maternal behaviors as well. Previous research mostly focused on the uni-directional relations of maternal behavior to developmental ability of children with developmental delays. It was unclear how the interplay between maternal behavior and children’s abilities and motivation evolves during the early years for children with developmental delays. Therefore, the purpose of this research was to longitudinally investigate: (1) the bidirectional relations between maternal behaviors and children’s developmental ability (cognitive and fine motor); (2) the bidirectional relations between maternal behaviors and children’s mastery motivation; (3) the bidirectional relations between children’s mastery motivation and children’s developmental ability (cognitive and fine motor); (4) whether children’s mastery motivation mediated the relationship between early maternal behavior and children’s later cognitive or fine motor ability in children with global developmental delay (GDD). Methods: Fifty-six mother-child dyads of 24-42 month-old toddlers with GDD were recruited from the greater Taipei area. All participating dyads were assessed at study entry and at a 6-month follow-up for maternal behavior, child developmental ability, and mastery motivation. Maternal behaviors were assessed using the Nursing Child Assessment Teaching Scale (NCATS). Children were tested using the Comprehensive Developmental Inventory for Infants and Toddlers (CDIIT) for cognitive and fine motor ability and the revised individualized structured mastery tasks (ISMT-R) for mastery motivation. To prevent testing fatigue, all assessments were distributed in two testing sessions: a home visit or laboratory to assess the CDIIT and obtain basic information from each participant and a laboratory visit to conduct the NCATS and ISMT-R. Statistical analysis: In order to explore the possible bidirectional relationships among maternal behavior and developmental abilities as well as mastery motivation, a Pearson correlation matrix for the maternal and child indicator variables at the same time and at both times was produced. Based on the results of the correlation matrix, possible hypothetical models between maternal behavior and child developmental ability as well as mastery motivation were proposed and examined by path analyses. The mediational effect of child mastery motivation was also examined by path analysis. Results: We found that maternal behavior significantly and positively predicted children’s later cognitive ability and fine motor ability, but children’s cognitive and fine motor ability did not significantly predict later maternal behavior. The bidirectional models between maternal behavior and mastery motivation, and between mastery motivation and developmental abilities (cognitive or fine motor) were validated. The models of mediational effect of child mastery motivation between early maternal behaviors and later cognitive or fine motor ability were validated. Conclusions: The study found that early maternal behavior predicted later cognitive and fine motor abilities as well as mastery motivation. Early children’s mastery motivation predicted later maternal behavior, but children’s early ability did not predict later maternal behavior. We did find bidirectional relationships between early mastery motivation and later cognitive as well as fine motor abilities. The bidirectional relationship of maternal behavior and mastery motivation in this study supported the Transactional model of development. The most important result was that mastery motivation mediated the relationship between early maternal behavior and later cognitive and fine motor ability in children with GDD. In other words, early maternal behavior was associated with mastery motivation concurrently and then influenced later cognitive as well as fine motor ability. Clinical implications: It is necessary for clinicians to focus on children’s mastery motivation and quality of maternal interactive behavior because both of them facilitate children’s future developmental abilities. | en |
dc.description.provenance | Made available in DSpace on 2021-06-16T09:34:49Z (GMT). No. of bitstreams: 1 ntu-105-D99428002-1.pdf: 3903904 bytes, checksum: 6103b219b71c16baa5b9ab6cb0dbc6f0 (MD5) Previous issue date: 2016 | en |
dc.description.tableofcontents | Contents
Chapter1. Introduction 18 1.1. Background 18 1.2. Study Purposes 27 1.3. Research questions and hypotheses 27 1.4. Operational Definitions of Terms 31 1.4.1. Maternal interactive behavior 31 1.4.2. Child cognitive ability 31 1.4.3. Child fine motor ability 32 1.4.4. Mastery motivation 32 Chapter 2. Literature Review 45 2.1. Young Children with Global Developmental Delay 45 2.1.1 Definition and prevalence in children with global developmental delay 45 2.1.2 Prognosis and etiology in children with GDD 46 2.1.3 Importance of investigating children with global developmental delay 48 2.2. Developmental Abilities in Young Children with Global Developmental Delay 51 2.2.1 Importance and Definition of developmental ability 51 2.2.2 Measurements of cognitive and fine motor abilities in early childhood 52 2.2.3 Cognitive and fine motor abilities in young children with global developmental delay 57 2.2.4 Factors influencing cognitive and fine motor abilities in young children with global developmental delay 60 2.3. Maternal Interactive Behavior in Early Childhood 61 2.3.1. Definition and construct of the maternal interactive behavior 62 2.3.2. Measurements of maternal interactive behavior in early childhood 68 2.3.3. Development of maternal interactive behavior in children with typical development and developmental delay 80 2.3.5. Factors influencing maternal interactive behavior in young children with developmental delay 83 2.4. Bidirectional Relations between Maternal Interactive Behavior and Developmental Abilities in Young Children with Global Developmental Delay 99 2.4.1 Relations between maternal interactive behavior and cognitive ability in young children with global developmental delay 100 2.4.2 Bidirectional relations between maternal interactive behavior and fine motor ability in young children with global developmental delay 103 2. 5 Mastery motivation in early childhood 119 2.5.1 Definition and construct of mastery motivation in early childhood 119 2.5.2. Measurements of mastery motivation in early childhood 121 2.5.3 Development of mastery motivation in young children with and without developmental delay 126 2.5.4 Factors influencing mastery motivation in young children with global developmental delay 128 2.6. Bidirectional Relations between Maternal Interactive Behavior and Mastery Motivation in Young Children with Global Developmental Delay 130 2.6.1. Bidirectional relations between maternal interactive behavior and instrumental mastery motivation in young children with global developmental delay 131 2.6.2 Bidirectional relations between maternal interactive behavior and expressive mastery motivation in young children with global developmental delay………………………131 2.7. Relations between Mastery Motivation And Developmental Ability In Young Children With Global Developmental Delay 146 2.7.1. Bidirectional relations between instrumental mastery motivation and cognitive ability in young children with global developmental delay 147 2.7.2. Relations between instrumental mastery motivation and fine motor ability in young children with global developmental delay 150 2.7.3. Relations between expressive mastery motivation and developmental abilities in young children with global developmental delay 152 2.8 Mediation Effect of Mastery Motivation between Maternal Interactive Behavior and Developmental Ability in Young Children 166 Chapter 3. Method 168 3.1. Participants 168 3.2. Assessments and Measures 169 3.2.1. Nursing Child Assessment Teaching Scale 170 3.2.2. Comprehensive Developmental Inventory for Infants and Toddlers 174 3.2.3. Revised Individualized Structured Mastery Tasks (ISMT-R) 175 3.3. Study Procedure 182 3.3.1. Data collection: 182 3.3.2. Data reduction: 184 3.4. Statistical Analysis 185 Chapter 4. Results 194 4.1 Participants Demographics 194 4.2 Bidirectional Relationships between Maternal Behaviors and Child Cognitive Ability 197 4.3 Bidirectional Relationships between Maternal Behaviors and Child Fine Motor Ability 198 4.4 Bidirectional Relationships between Maternal Behaviors and Child Mastery Motivation 199 4.5 Bidirectional Relationships between Child Mastery Motivation and Cognitive Ability 201 4.6 Bidirectional Relations between Child Mastery Motivation and Fine Motor Ability 202 4.7 Mediation of Child Mastery Motivation on Relations between Early Maternal Behavior and Later Cognitive Ability 205 4.8 Mediation of Child Mastery Motivation on Relations Between Early Maternal Behavior and Later Fine Motor Ability 206 Chapter 5 Discussion 233 5.1 Unidirectional relations between maternal behavior and developmental abilities 234 5.2 Bidirectional relations between maternal behavior and mastery motivation 236 5.3 Bidirectional relations between mastery motivation and developmental ability 239 5.4 Mediational effect of mastery motivation between early maternal behavior and developmental abilities 242 5.5 Relationships among maternal behavior, child mastery motivation and developmental ability 245 5.8 Clinical implications 247 5.9 Limitations 249 Chapter 6 Conclusions 251 References 252 Appendices 262 | |
dc.language.iso | en | |
dc.title | 全面性發展遲緩兒童之母親互動行為、精熟動機和發展能力之雙向關係 | zh_TW |
dc.title | Bidirectional Relations among Maternal Interactive Behavior, Mastery Motivation, and Developmental Ability in Children with Global Developmental Delay | en |
dc.type | Thesis | |
dc.date.schoolyear | 105-1 | |
dc.description.degree | 博士 | |
dc.contributor.coadvisor | 陳麗秋(Li-Chiou Chen) | |
dc.contributor.oralexamcommittee | George A. Morgan(George A. Morgan),杜裕康(Yu-Kang Tu),黃靄雯(Ai-Wen Hwang),李旺祚(Wang-Tso Lee),盧璐(Lu Lu) | |
dc.subject.keyword | 母親互動行為,精熟動機,發展遲緩,發展能力,兒童, | zh_TW |
dc.subject.keyword | maternal interactive behavior,mastery motivation,developmental delay,developmental ability,children, | en |
dc.relation.page | 276 | |
dc.identifier.doi | 10.6342/NTU201700561 | |
dc.rights.note | 有償授權 | |
dc.date.accepted | 2017-02-14 | |
dc.contributor.author-college | 醫學院 | zh_TW |
dc.contributor.author-dept | 物理治療學研究所 | zh_TW |
顯示於系所單位: | 物理治療學系所 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
ntu-105-1.pdf 目前未授權公開取用 | 3.81 MB | Adobe PDF |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。