Executive function encompasses multiple functions of brain related to cognitive constructs such as self-regulation and mastery motivation. Whether there was group difference executive function between young children with global developmental delay (GDD) and with typical development (TD) was unclear. The relationship of child mastery motivation with executive function has rarely been examined by previous studies. Therefore, two purposes of this study were: 1) to investigate differences in executive function between young children with GDD and those with TD; 2) to examine the relationship between mastery motivation and executive function in GDD and TD groups. This study design was cross-sectional. We recruited each 26 children with GDD aged 2 to 5 years and 26 children TD to participate in this study. The participants were invited to our laboratory in order to conduct child behavioral tests, and their mothers were asked to fill in questionnaires, including the revised Dimension of Mastery Questionnaire (DMQ 18) with preschool version to assess mastery motivation, and Behavior Rating Inventory of Executive Function with preschool version (BRIEF-P) to assess executive function. Paired-t test was used to examine group difference, and correlations were used to examine association (p<.05, two-tailed). Children with GDD showed lower executive function abilities than those with TD (t = 2.20 to 5.53, P <.05). Young children with high persistence showed better executive function (r = -.38 to -.59, P <.05). Therefore, how to work cooperation with parents to enhance mastery motivation in order to facilitate development of executive function in early education/intervention settings.
Pei-Jung Wang, Asia University, Taiwan
Chien-Lin Lin, China Medical University, Taiwan