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Enhancing persistence on mastery tasks among young preschool children by Implementing the “I Can” mastery motivation classroom program

Task persistence plays important role in school readiness and helps to enhance young children’s cognitive development and academic skills; thus, designing and implementing programs to enhance it is vital. The objective of the present research was to assess the effectiveness of the “I Can” mastery mo...

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Main Authors: Shazia Iqbal Hashmi, Chua, Bee Seok, Murnizam Hj Halik
Format: Article
Language:English
English
Published: Debrecen University Press 2017
Subjects:
BF180-198.7 Experimental psychology
LB1140-1140.5 Preschool education. Nursery schools
Online Access:https://eprints.ums.edu.my/id/eprint/30284/1/Enhancing%20persistence%20on%20mastery%20tasks%20among%20young%20preschool%20children%20by%20Implementing%20the%20%E2%80%9CI%20Can%E2%80%9D%20mastery%20motivation%20classroom%20program%20%20ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/30284/2/Enhancing%20persistence%20on%20mastery%20tasks%20among%20young%20preschool%20children%20by%20Implementing%20the%20%E2%80%9CI%20Can%E2%80%9D%20mastery%20motivation%20classroom%20program.pdf
https://eprints.ums.edu.my/id/eprint/30284/
https://www.researchgate.net/publication/318982992_Enhancing_Persistence_on_Mastery_Tasks_Among_Young_Preschool_Children_by_Implementing_the_I_Can_Mastery_Motivation_Classroom_Program
https://doi.org/10.14413/HERJ/7/2/8
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spelling my.ums.eprints.302842021-08-21T07:58:47Z https://eprints.ums.edu.my/id/eprint/30284/ Enhancing persistence on mastery tasks among young preschool children by Implementing the “I Can” mastery motivation classroom program Shazia Iqbal Hashmi Chua, Bee Seok Murnizam Hj Halik BF180-198.7 Experimental psychology LB1140-1140.5 Preschool education. Nursery schools Task persistence plays important role in school readiness and helps to enhance young children’s cognitive development and academic skills; thus, designing and implementing programs to enhance it is vital. The objective of the present research was to assess the effectiveness of the “I Can” mastery motivation classroom program in enhancing young children’s persistence on mastery tasks. Altogether, forty-four (n = 44) children between the ages of two to three years selected from three kindergartens in Malaysia participated in the research, which was conducted by using a randomized pretest and posttest experimental-control group design. Persistence on three mastery tasks and mastery pleasure were assessed by using the Individualized Assessment of Mastery Motivation manual. The experimental group (n = 25) was exposed to the “I Can” mastery motivation classroom program, while the control group (n = 19) attended regular classroom lessons. There was a significant gain score difference between the experimental and control groups on task persistence for puzzles but not for shape sorters, cause and effect toys, and mastery pleasure. Thus, the program was effective in enhancing persistence on some mastery tasks. The content and findings of the intervention should help policy makers understand this important aspect of early childhood education. Debrecen University Press 2017 Article PeerReviewed text en https://eprints.ums.edu.my/id/eprint/30284/1/Enhancing%20persistence%20on%20mastery%20tasks%20among%20young%20preschool%20children%20by%20Implementing%20the%20%E2%80%9CI%20Can%E2%80%9D%20mastery%20motivation%20classroom%20program%20%20ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/30284/2/Enhancing%20persistence%20on%20mastery%20tasks%20among%20young%20preschool%20children%20by%20Implementing%20the%20%E2%80%9CI%20Can%E2%80%9D%20mastery%20motivation%20classroom%20program.pdf Shazia Iqbal Hashmi and Chua, Bee Seok and Murnizam Hj Halik (2017) Enhancing persistence on mastery tasks among young preschool children by Implementing the “I Can” mastery motivation classroom program. Hungarian Educational Research Journal, 7. pp. 127-141. ISSN 2064-2199 https://www.researchgate.net/publication/318982992_Enhancing_Persistence_on_Mastery_Tasks_Among_Young_Preschool_Children_by_Implementing_the_I_Can_Mastery_Motivation_Classroom_Program https://doi.org/10.14413/HERJ/7/2/8
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic BF180-198.7 Experimental psychology
LB1140-1140.5 Preschool education. Nursery schools
spellingShingle BF180-198.7 Experimental psychology
LB1140-1140.5 Preschool education. Nursery schools
Shazia Iqbal Hashmi
Chua, Bee Seok
Murnizam Hj Halik
Enhancing persistence on mastery tasks among young preschool children by Implementing the “I Can” mastery motivation classroom program
description Task persistence plays important role in school readiness and helps to enhance young children’s cognitive development and academic skills; thus, designing and implementing programs to enhance it is vital. The objective of the present research was to assess the effectiveness of the “I Can” mastery motivation classroom program in enhancing young children’s persistence on mastery tasks. Altogether, forty-four (n = 44) children between the ages of two to three years selected from three kindergartens in Malaysia participated in the research, which was conducted by using a randomized pretest and posttest experimental-control group design. Persistence on three mastery tasks and mastery pleasure were assessed by using the Individualized Assessment of Mastery Motivation manual. The experimental group (n = 25) was exposed to the “I Can” mastery motivation classroom program, while the control group (n = 19) attended regular classroom lessons. There was a significant gain score difference between the experimental and control groups on task persistence for puzzles but not for shape sorters, cause and effect toys, and mastery pleasure. Thus, the program was effective in enhancing persistence on some mastery tasks. The content and findings of the intervention should help policy makers understand this important aspect of early childhood education.
format Article
author Shazia Iqbal Hashmi
Chua, Bee Seok
Murnizam Hj Halik
author_facet Shazia Iqbal Hashmi
Chua, Bee Seok
Murnizam Hj Halik
author_sort Shazia Iqbal Hashmi
title Enhancing persistence on mastery tasks among young preschool children by Implementing the “I Can” mastery motivation classroom program
title_short Enhancing persistence on mastery tasks among young preschool children by Implementing the “I Can” mastery motivation classroom program
title_full Enhancing persistence on mastery tasks among young preschool children by Implementing the “I Can” mastery motivation classroom program
title_fullStr Enhancing persistence on mastery tasks among young preschool children by Implementing the “I Can” mastery motivation classroom program
title_full_unstemmed Enhancing persistence on mastery tasks among young preschool children by Implementing the “I Can” mastery motivation classroom program
title_sort enhancing persistence on mastery tasks among young preschool children by implementing the “i can” mastery motivation classroom program
publisher Debrecen University Press
publishDate 2017
url https://eprints.ums.edu.my/id/eprint/30284/1/Enhancing%20persistence%20on%20mastery%20tasks%20among%20young%20preschool%20children%20by%20Implementing%20the%20%E2%80%9CI%20Can%E2%80%9D%20mastery%20motivation%20classroom%20program%20%20ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/30284/2/Enhancing%20persistence%20on%20mastery%20tasks%20among%20young%20preschool%20children%20by%20Implementing%20the%20%E2%80%9CI%20Can%E2%80%9D%20mastery%20motivation%20classroom%20program.pdf
https://eprints.ums.edu.my/id/eprint/30284/
https://www.researchgate.net/publication/318982992_Enhancing_Persistence_on_Mastery_Tasks_Among_Young_Preschool_Children_by_Implementing_the_I_Can_Mastery_Motivation_Classroom_Program
https://doi.org/10.14413/HERJ/7/2/8
_version_ 1760230743057891328
score 13.211869

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