Mother-infant interaction and the development of mastery motivation in infancy
type: CreativeWork
description: Infant motivation towards competence or mastery is said to be enhanced by contingent environmental feedback (White, 1959). This theory has been supported by research into the contingent responsiveness of the infant caretaking environment (e.g. Vondra & Belsky, 1989). Other caregiving variables have also been found to contribute such as the provision of sensory stimulation, focusing infant attention and low restrictiveness (Belsky, Goode & Most, 1980, Jennings, Harmon, Morgan, Gaiter & Yarrow, 1979; Yan-ow, Morgan, Jennings, Harmon & Gaiter, 1982). However, findings have been inconsistent. The first aim of the present study was to clari& previous research findings and, more specifically, to determine the importance of contingent experience in the first half year of life to the development of mastery motivation as this period has hitherto been neglected. Secondly, as the experience of social contingencies early in infancy has also been found to be associated with security of infant-caregiver attachment (Ainsworth, Blehar, Waters & Wall, 1978), it was hypothesised that there would be a relationship between infant attachment and mastery motivation. Finally, on the basis of findings that more difficult infants may experience less responsive maternal caregiving (van den Boom, 1989), it was proposed that infant difficultness would also be related to mastery motivation. 55 Mother-infant pairs were observed in everyday home interaction at 3 '/2, 8 and 14 months. Maternal contingent responsiveness, sensitivity, warmth, stimulation, infant attention focusing, restrictions and intrusive/insensitive behaviour were studied in relation to infant social and inanimate interaction. Mothers completed the ICQ (Bates, Freeland & Lounsbury, 1979) as a measure of infant diThcultness at each of the three stages. At 8 and 14 months infant mastery motivation was examined using a standard free-play procedure (Vondra & Belsky, 1991). Finally, infant attachment was measured at 14 months using t…
abstract: Infant motivation towards competence or mastery is said to be enhanced by contingent environmental feedback (White, 1959). This theory has been supported by research into the contingent responsiveness of the infant caretaking environment (e.g. Vondra & Belsky, 1989). Other caregiving variables have also been found to contribute such as the provision of sensory stimulation, focusing infant attention and low restrictiveness (Belsky, Goode & Most, 1980, Jennings, Harmon, Morgan, Gaiter & Yarrow, 1979; Yan-ow, Morgan, Jennings, Harmon & Gaiter, 1982). However, findings have been inconsistent. The first aim of the present study was to clari& previous research findings and, more specifically, to determine the importance of contingent experience in the first half year of life to the development of mastery motivation as this period has hitherto been neglected. Secondly, as the experience of social contingencies early in infancy has also been found to be associated with security of infant-caregiver attachment (Ainsworth, Blehar, Waters & Wall, 1978), it was hypothesised that there would be a relationship between infant attachment and mastery motivation. Finally, on the basis of findings that more difficult infants may experience less responsive maternal caregiving (van den Boom, 1989), it was proposed that infant difficultness would also be related to mastery motivation. 55 Mother-infant pairs were observed in everyday home interaction at 3 '/2, 8 and 14 months. Maternal contingent responsiveness, sensitivity, warmth, stimulation, infant attention focusing, restrictions and intrusive/insensitive behaviour were studied in relation to infant social and inanimate interaction. Mothers completed the ICQ (Bates, Freeland & Lounsbury, 1979) as a measure of infant diThcultness at each of the three stages. At 8 and 14 months infant mastery motivation was examined using a standard free-play procedure (Vondra & Belsky, 1991). Finally, infant attachment was measured at 14 months using t…
author: Connors, Elizabeth
language: en
keywords: C800 - Psychology
date published: 1995-08
date modified: 2026-07-24T01:36:03Z
provider: University of Central Lancashire
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Central Lancashire