Main Article Content
The paper examines the relationship between the mastery motivation of pre-school children and their home environment. It discusses the results of a longitudinal study. The first data collection among 4–5-year-old children was followed by another one 20 months later. All variables of the two measurements were available for 77 children. Independent variables were from the first data point, which used the teacher version of the Dimensions of Mastery Questionnaire (DMQ) as well as the HOME Inventory; the observations were done by university students during home visits. At the second data point, children completed computerbased, moderately challenging tasks, while observers evaluated the characteristics of their mastery motivation: task-oriented persistence and emotional reactions. Together, these gave the dependent variables of the study. Reliabilities of the instruments were good. Results showed that the home environment had a relationship both with mastery motivation as measured by the DMQ and mastery motivation observed in a task-situation. Regression analysis confirmed that the home environment as well as the teacher questionnaires both predicted children’s mastery motivation in a task-situation 20 months later. Results show that the HOME Inventory and the DMQ both have a predictive role in future task-oriented persistence. This suggests that shaping the home environment, for example with support programs for parents, may have a positive influence on the mastery motivation of preschool children.