Abstract:

The focus of the study was to explore how parenting and children’s motivation to learn would influence preschool children’s readiness to learn at school. Two-hundred-thirty-two mother-father dyads reported on their socioeconomic status (SES), child rearing practices and perceptions of their preschool age children’s mastery motivation (gross-motor persistence, object persistence, social symbolic persistence, and mastery pleasure). The preschool teachers reported on children’s readiness measured by five domains (physical well-being, emotional maturation, social competence, language and cognitive competence and communication and general knowledge) and children’s mastery motivation. Structural equation modeling (SEM) analyses revealed that mastery motivation in children was a significant and a positive predictor of children’s school readiness; and the effects of parenting was mediated by mastery motivation.

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