Skip Navigation

This Article
Right arrow FREE Full Text (PDF) Freely available
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Pipp-Siegel, S.
Right arrow Articles by Yoshinaga-Itano, C.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Pipp-Siegel, S.
Right arrow Articles by Yoshinaga-Itano, C.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Journal of Deaf Studies and Deaf Education 8:2 2003
© 2003 Oxford University Press

Empirical Article

Mastery Motivation and Expressive Language in Young Children With Hearing Loss

Sandra Pipp-Siegel, Allison L. Sedey, Alison M. VanLeeuwen and Christine Yoshinaga-Itano

University of Colorado, Boulder

We studied the relation between mastery motivation and expressive language in 200 young children with hearing loss. Hearing mothers assessed their children's expressive language (Minnesota Child Development Inventory; Ireton & Thwing, 1974) and several aspects of mastery motivation including mastery pleasure and three components of mastery persistence (gross motor, object oriented, and social/symbolic) using the Dimensions of Mastery Motivation Questionnaire (Morgan et al., 1992). Simple correlations revealed significant relations between expressive language and all mastery motivation scales. When demographic and hearing loss variables were entered into a regression equation, only increased social/symbolic persistence was significantly related to, and increased object-oriented persistence was marginally related to, increases in expressive language quotients. Expressive language quotients also increased significantly as child age and degree of hearing loss decreased and as mothers' ratings of their child's general competence increased. In addition, decreases in the age at which the child was enrolled in intervention were marginally related to increases in expressive language quotients (f = .06).

This research was supported by a National Institutes of Health contract awarded to Christine Yoshinaga-Itano (N01-DC-4-2141). We thank Diane Coulter and Amy Dodd for help in various phases of the project, the mothers and children who participated in this study, and the facilitators and therapists who made the study possible. Correspondence should be sent to Sandra Pipp-Siegel, Center for Advanced Pathways, 2696 S. Colorado Blvd., Suite 200, Denver, CO 80222 (e-mail: sandysiegel{at}qwest.net

Received September 25, 2001; revised February 22, 2002; accepted March 5, 2002


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 PediatricsHome page
Joint Committee on Infant Hearing
Year 2007 Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs
Pediatrics, October 1, 2007; 120(4): 898 - 921.
[Full Text] [PDF]

Home page
 LSHSSHome page
D. Aram, T. Most, and H. Mayafit
Contributions of mother-child storybook telling and joint writing to literacy development in kindergartners with hearing loss.
Lang Speech Hear Serv Sch, July 1, 2006; 37(3): 209 - 223.
[Abstract] [Full Text] [PDF]


Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.