The Mediating Effects of Child Mastery Motivation on the Relationship Between Parenting and Children’s Readiness to Learn: A Structural Equation Analysis

Year 2022, Volume: 39-1 Issue: 1, 49 - 80, 12.09.2022

Ayşegül Metindoğan

https://doi.org/10.52597/buje.1105041

Abstract

The focus of the study was to explore how parenting and children’s motivation to learn would influence preschool children’s readiness to learn at school. Two-hundred-thirty-two mother-father dyads reported on their socioeconomic status (SES), child rearing practices and perceptions of their preschool age children’s mastery motivation (gross-motor persistence, object persistence, social symbolic persistence, and mastery pleasure). The preschool teachers reported on children’s readiness measured by five domains (physical well-being, emotional maturation, social competence, language and cognitive competence and communication and general knowledge) and children’s mastery motivation. Structural equation modeling (SEM) analyses revealed that mastery motivation in children was a significant and a positive predictor of children’s school readiness; and the effects of parenting was mediated by mastery motivation.

Keywords

Mastery motivation, school readiness, parenting practices, mediation model, preschool children

Çocukların Başarı Motivasyonunun Ebeveynlerin Çocukların Öğrenmeye Hazır Oluşuna Etkisinde Aracı Rolü: Yapısal Eşitlik Modeli

Abstract

Bu araştırma ebeveynlerin çocuk yetiştirme stilleri ve çocukların öğrenme motivasyonlarının okul-öncesi döneminde bulunan çocukların okula hazır bulunuşluğuna etkisini incelemek üzere tasarlanmıştır. Araştırmaya dahil edilen iki yüz otuz iki çift anne-babadan sosyo-ekonomik durumları, çocuk yetiştirme tarzları ve çocuklarının başarı motivasyonuna dair bilgi edinilmiş. Çocukların sınıflarında bulunduğu erken çocukluk eğitimcileri ise çocukların okula hazır bulunuşluklarını beş ayrı alanda (fiziksel iyi oluş, duygusal olgunluk, sosyal yetkinlik, dil ve bilişsel alanda yetkinlik ve iletişim ve genel bilgi) değerlendirmiş, ayrıca başarı motivasyonu ölçeğini de doldurmuştur. Yapısal eşitlik modeline göre incelenen araştırma verilerinin sonucunda başarı motivasyonunun çocukların okula hazır bulunuşluğunu pozitif yönde yordadığı, ayrıca başarı motivasyonun çocuk yetiştirme stillerinin okula hazır bulunuşluğa olan etkisinde aracı rolü oynadığı görülmüştür.

Keywords

Başarı motivasyonu, okula hazır bulunuşluk, çocuk yetiştirme stilleri, okul-öncesi çocukları

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