Article

The aim of this study was to examine the relationship between mastery
motivation and individual and environmental characteristics in school-aged
children with congenital hemiplegia. METHOD: Forty-eight child-caregiver dyads
(children's mean age 7y 11mo, SD 2y 4mo; 33 males, 15 females; Manual Ability
Classification System [MACS] level I, n=25, and level II, n=23; predominant motor
type spastic hemiplegia, n=47) were recruited to this cross-sectional study.
Children were assessed using the Melbourne Assessment of Unilateral Upper Limb
Function (MUUL) and the Assisting Hand Assessment. Caregivers completed the
Dimensions of Mastery Questionnaire, the Parenting Scale, and a demographic
questionnaire. RESULTS: Consistent and positive parental disciplinary practices
were associated with higher total motivation (p=0.006) and instrumental aspect
scores (p=0.009). Children with siblings and from single-parent families
experienced greater negative reactions to failure (p=0.006). Children from
two-parent families (p=0.018) and with better bimanual performance (p=0.015)
demonstrated greater object-oriented persistence. Age, sex, limitations in manual
ability (MACS), and movement and body function of the impaired limb (MUUL) did
not contribute significantly to mastery motivation. INTERPRETATION: Inconsistent,
excessively lax, and verbose parenting practices may discourage children from
persevering with challenging tasks. Functional parenting styles, positive
discipline practices, and autonomy-supportive strategies for task engagement
should be encouraged when intervening with children with cerebral palsy. Parents
should be supported to engage in these practices in all aspects of daily
activities.
CI - (c) 2013 Mac Keith Press.

Langue : ANGLAIS