La motivación de dominio infantil y su relación con la parentalidad positiva y los elogios en una muestra argentina

Natalia A. Mancini; Ailín C. Simaes; Lucas G. Gago Galvagno; Angel M. Elgier

doi:10.22235/cp.v17i1.2863

Authors

Natalia A. Mancini Laboratorio de Cognicion y Politicas Publicas (CONICET-UBA-UAI) https://orcid.org/0000-0002-4486-1481
Ailín C. Simaes Universidad de Buenos Aires, Consejo Nacional de Investigaciones Científicas y Técnicas, Universidad Abierta Interamericana, Laboratorio de Cognición y Políticas Públicas https://orcid.org/0000-0002-1113-6523
Lucas G. Gago Galvagno Universidad de Buenos Aires, Conicet, Universidad Abierta Interamericana, Laboratorio de Cognición y Políticas Públicas https://orcid.org/0000-0001-5993-3866
Angel M. Elgier Universidad de Buenos Aires, Conicet, Universidad Abierta Interamericana, Laboratorio de Cognición y Políticas Públicas https://orcid.org/0000-0002-6110-5151

DOI:

https://doi.org/10.22235/cp.v17i1.2863

Keywords:

mastery motivation, praise, positive parenting, child rearing, childhood

Abstract

The aim of this study was to analyze the relationship between the motivation for child mastery and parental variables such as positive parenting and praise given by primary caregivers in Argentina. In this way, it would be possible to expand the understanding of the relational dynamics between caregivers and infants and identify which parenting behaviors promote children's motivational development. The Dimensions of Mastery Questionnaire (DMQ), the Positive Parenting Scale (E2P), and the Scale of Praise given by primary caregivers to infants were used for this purpose. The participants were 107 primary caregivers of infants aged between 0 and 3 years in Argentina. Multiple linear regression was conducted, revealing that positive parenting, along with age, contribute to child mastery motivation, while praise was not a predictor of this variable. In conclusion, the significance of positive parenting skills during infant rearing for the appropriate development of motivation and cognitive/emotional abilities is emphasized. Including the development of these skills in interventions with primary caregivers would be relevant and crucial for promoting the comprehensive development of children.

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