中華心理學刊
民98，51卷，4期，501-526

黃素英（國立台灣大學心理學系暨研究所）；雷庚玲（國立台灣大學心理學系暨研究所）；陳怡潔（國立台灣大學心理學系暨研究所）

摘要

嬰幼兒階段即已出現的精熟動機是成就動機之先驅。過去精熟動機測量多未考量精熟動機行為指標的動態改變或是其組織性、也未探索個體對社會資源的運用與精熟動機的關係。本研究依Seifer與Vaughn（1995）主張的精熟動機的演化功能論及行為組織構念，發展「嬰幼兒精熟動機Q分類」（the Q set of Mastery Motivation for Infants and Toddlers, QMMIT）以補足上述缺失，並檢驗其信、效度。研究一由十位專業人士及四位心理系學生以QMMIT對精熟動機及另四種社會情緒構念進行專家理想型分類。在控制社會期許後，顯示精熟動機之行為組織構念與正向情緒、安全依戀及社交能力等構念有所差別。研究二則以QMMIT觀察53位9個月大之嬰兒參與相隔兩週之兩次母親在場之問題解決實驗情境中的行為，並請母親填寫嬰兒精熟向度問卷（DMQ）、且以穆林發展量表取得嬰兒認知能力指標。結果顯示，QMMIT具有跨時與跨作業的再測信度；其14個分量表中有12個之內部一致性超過.60。QMMIT並
與傳統精熟動機行為指標的測量向度（DMQ）有正相關顯示其幅合效度。QMMIT之社會資源使用等分量表則與DMQ之人際精熟測量無關，其精熟組織分數亦與穆林嬰兒發展商數無關，顯示其區辨效度。以上結果顯示，QMMIT具有可接受的心理計量特性、與其他社會情緒及認知能力的構念有所區隔，不但可反應傳統精熟動機的測量向度，也可凸顯衍伸自演化功能論及行為組織觀點之精熟動機構念。

關鍵詞：行為組織觀點、精熟動機、親子互動、嬰幼兒、Q分類

The Assessment of the Organizational Construct of Mastery Motivation: The Reliability and Validity in Infants of 9 Months Old

Su-Ying Huang（Department of Psychology, National Taiwan University）；Keng-Ling Lay（Department of Psychology, National Taiwan University）；Yi-Chieh Chen（Department of Psychology, National Taiwan University）

Abstract

Mastery motivation (MM) emerges as early as in infancy and has been regarded as an important developmental precursor for later achievement motivation. Traditionally, MM was defined and measured in terms of infant independent effort, persistence, and maintaining focused to gain control over the environment. However, other than the instrumental and expressive definition of MM postulated by Barrett and Morgan (1995), social relatedness (Ryan & Deci, 2000), self-regulation of effort (Boekaerts, 2006), resourcefulness (Waters & Sroufe, 1983; Zimmerman & Kitsantas, 2005), and the adaptive organization of the above behaviors (Seifer & Vaughn, 1995) may also contribute to the individual differences of MM. The present study adopted the organizational perspective and developed a new observational scheme for assessing MM. The Q-set of Mastery Motivation for Infants and Toddlers (QMMIT; English version is available through contacting Keng-Ling Lay) consists of 63 items distributed in 14 subscales of (1) Task Interest, (2) Task Goals, (3) Engagement Style, (4) Involvement, (5) Volition, (6) Relatedness with Significant Others, (7) Reaction to Others’ Help, (8) Resourcefulness, (9) Social Dependency, (10) Negative Emotional Reaction to Challenges, (11) Negative Behavioral Reaction to Challenges, (12) Self–Evaluation, (13) Reaction to Success, and (14) General Mood States. Study 1 tested if the newly elaborated definition of MM can be differentiated against other socioemotional constructs. Participants were ten psychology professionals and four college students. Their tasks were to define the hypothetically most mastery oriented, securely attached, positive-emotion laden, sociable, and socially desirable child by using the QMMIT. Results demonstrated that, after controlling for social desirability, MM was a discrete construct from attachment security and sociability. Nonparametric Mann-Whitney U tests further indicated that at least one forth of the items in the QMMIT significantly differentiated the organizational construct of MM from positive emotion, attachment security, and sociability. Study 2 examined the reliability and the convergent and discriminant validity of the QMMIT. Fifty-three mothers and their 9-month-olds completed two sessions of problem-solving tasks scheduled two weeks apart. Developmental quotient measured by the Mullen Scale and maternal report on the Dimensions of Mastery Questionnaire (DMQ infant version, 17th ed.) were also collected. Results indicated acceptable cross-time (r(18) = .50) and cross-task (r(18) = .52) reliability of the QMMIT. The Cronbach’s αs of 12 out of the 14 subscales in the QMMIT were higher than .60. To document the convergent validity, Object-Oriented Total Involvement (OOTI; sum of engagement style, involvement, and volition) and the Mastery Organization Score (MOS; correlation with the criterion sort of MM) both assessed by the QMMIT were positively correlated with infant persistent behaviors assessed by the DMQ. To document the discriminant validity, neither the correlation between the Resourcefulness assessed by the QMMIT and the social aspect of mastery behaviors assessed by the DMQ nor the correlation between OOTI and the indices of social and gross-motor domain of persistence assessed by the DMQ was significant. Moreover, that MOS was not correlated with developmental quotient indicated that MM measured by the QMMIT is not a reflection of general cognitive competence.

Keywords: infant, mastery motivation, organizational perspective, parent-child interaction, Q-sort