In order to develop effective interventions aimed at improving mastery motivation—and to comprehensively evaluate the success of educational interventions—it is essential to validly and reliably measure its variation. Despite evidence that mastery motivation is malleable (Moorman and Pomerantz, 2008), it has not traditionally been emphasized in educational interventions, in part because of a lack of measures that are easy to administer and score, and are demonstrated to be reliable and valid (Zigler & Bishop-Josef, 2006).
|The Preschool Assessment of Mastery Motivation (PAMM) was developed to address this need, based on Morgan et al.’s (1992) individualized assessment for children aged 0-3. As part of a larger study, this observational measure was refined and validated for use with children ages 3 to 5 from under-resourced communities. A key aspect in the measurement of mastery motivation is the provision of problem-posing tasks that are individualized to the child’s developmental level and are moderately challenging—i.e., persistence is toward a goal that has not yet been mastered.|