Mastery motivation and expressive language in young children with hearing loss

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).