Congruence and predictive power of mothers' and teachers' ratings of mastery motivation in children with mental retardation
By: Hauser-Cram, Penny.
Contributor(s): Krauss, Marty Wyngaarden | Warfield, Marji Erickson.
Series: Mental Retardation 35 (5) October 1997: 355-363.Publisher: 1997Content type: text Media type: unmediated Carrier type: volume Subject(s): EDUCATIONAL PROGRAMMES | INDIVIDUAL EDUCATION PLANNING | INTELLECTUAL DISABILITY | PARENTAL OPINIONS | PRESCHOOLERS | TEACHERS ROLESummary: The congruence between mother's and teachers ratings of mastery motivation among 3-year old children with mental retardation was investigated. The extent to which maternal and teacher ratings of task persistence at entry to preschool are predictive of observed mastery behaviours at age 5 was tested. Results indicate that mothers rated their children's task persistence behaviours higher than did teachers. [AJ].Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
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Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 12708 |
The congruence between mother's and teachers ratings of mastery motivation among 3-year old children with mental retardation was investigated. The extent to which maternal and teacher ratings of task persistence at entry to preschool are predictive of observed mastery behaviours at age 5 was tested. Results indicate that mothers rated their children's task persistence behaviours higher than did teachers. [AJ].
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