The relationship of behavioral problems and memory with mastery motivation in children

The aim of this study was to evaluate the relationship of behavioral problems (attention-deficit/hyperactivity, generalized anxiety, oppositional defiant disorder) and memory with mastery motivation in children. The statistical population consisted of all children in schools of Isfahan, that 200 children were selected by cluster sampling. In order to access to behavioral problems CSI4 Questionnaire subscales (Sprafkin, Guado) and Conner’s questionnaire were used to evaluate the different kinds of memory. For assessing mastery motivation in children the mastery motivation Questionnaire (Leung, Lau) was used which were completed by the parents of these children. Data analyses were done with Pearson’s correlation and multiple regression methods. Results showed that there were a strong negative correlation between mastery motivation to behavioral problems (attention-deficit/hyperactivity and generalized anxiety) and were a strong positive correlation between mastery motivation with different types of memory. In addition, the regression findings indicated that ADHD and working memory predictors mastery motivation in children. The findings indicated that mastery motivation effect on behavioral and cognitive development. Therefore, suggestion was made that with primary interventions we may improve children's motivation level. In addition, we suggest that with interventions, improving motivation levels in primary school in children with ADHD in order to prevent future problemss.