Krisztián Józsa

An Improved Measure of Mastery Motivation: Reliability and Validity of the Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children

Recent research has documented well the importance of mastery motivation in early childhood. Thus, it is important to have valid and reliable instruments to measure this concept. The Dimensions of Mastery Questionnaires (DMQ 17) has been used extensively in Hungary and around the world to assess children’s mastery motivation from ratings by parents, teachers, and school-age children themselves. Based on empirical and theoretical feedback, a revised version of the questionnaire (DMQ 18) was developed in English, Hungarian, Chinese and Spanish. The aim of the present study was to report and evaluate the psychometric properties of DMQ 18. In this first publication about the new DMQ, 211 3-6 year-old Hungarian kindergarten children’s mastery motivation was rated by their teachers, using DMQ 18. Validity was supported by a factor analysis which fit well the theoretical dimensions and by strong correlations between DMQ 18 and the extensively validated DMQ 17 scales. Good internal consistency, interrater reliability, test-retest reliability, and longer-term stability also support the usefulness of DMQ 18. We also discuss the importance and usefulness of measuring mastery motivation in preschool and school age children. ERIC keywords: motivation, early childhood, psychometrics Additional keywords: mastery motivation, questionnaire, teachers’ ratings, reliability, validity

Age and Cultural Differences in Self-Perceptions of Mastery Motivation and Competence in American, Chinese, and Hungarian School Age Children

We examined age differences in self-perceptions of five dimensions of mastery motivation and also of competence in American, Chinese, and Hungarian children and teens. Participants included 200 Americans, 1,465 Chinese, and 8,175 Hungarians from 7 to 19 years of age. The Dimensions of Mastery Questionnaire provides comparable data across these different cultures as indicated by very similar factor structures and reasonably good internal consistency reliabilities for the scales. Across all three cultures, there was the expected decline from primary to secondary school in total persistence and the four instrumental mastery motivation scales, except for social persistence with adults in the American sample. Mastery pleasure did not decline in the American and Chinese samples but declined in the Hungarian sample. Self-perceived competence did not decline significantly in the American sample or in the Hungarian sample from age 11 to 17; however, competence self-ratings declined in the Chinese sample. The three cultures were compared at 11 and 16. Although there were some significant differences, small effect sizes indicated that the level of motivation was similar for each culture at each age. The other literature provides clues about why the declines occur in all three cultures and why there are some differences among cultures.