The well-established socio-educational model of second language learning motivation developed by R. C. Gardner was adapted and applied to study instrumental music learning motivation. The similarities between music and language suggested that the adaptation might lead to new insights in the study of music motivation. At the heart of the proposed model is a multifaceted description of the relationships among motivation, attitudes, anxiety, support from others, perceived competence, and achievement. A sample of 107 high school band students was selected to participate in this study. Results of a path analysis of questionnaire responses indicate that the adapted and expanded socio-educational model fit very well with the present data and described key motivational structures. The key support for motivation to learn was supplied by integrativeness (an interest in taking on the characteristics of musicians, positive attitudes toward learning instruments, and an interest in music learning), plus attitudes toward the learning situation (music teacher and course).
We performed a scoping review on sought-after complementary therapies for patients with inflammatory bowel disease (IBD), specifically diet, physical activity and exercise (PA/E), and psychotherapy. We aim to update patients with IBD on therapies for self-care and provide physicians with guidance on how to direct their patients for the management of IBD. A search of MEDLINE, EMBASE, and PUBMED was completed in Sept 2016. Studies on diet, PA/E, or psychotherapy in patients with IBD were included. Medical Subject Heading terms and Boolean operators were used. The search was limited to full-text English articles describing an adult population. This review included 67 studies: Diet ( = 19); PA/E ( = 19); and psychotherapy ( = 29). We have made the following recommendations: (1) Diet: Consumption of diets rich in vegetables, fruit and soluble fiber may be beneficial in IBD. A trial of a low FODMAP diet can be considered in those patients with functional gastrointestinal symptoms. Restrictive diets are lacking in evidence and should be avoided; (2) PA/E: Regular low-moderate intensity activity, including cardiovascular and resistance exercise, has been shown to improve quality of life (QOL) and may improve inflammation; and (3) psychotherapy: Therapies such as cognitive-behavioural interventions, mindfulness, hypnosis, and stress management have been shown to improve QOL, but evidence is limited on their impact on anxiety, depression, and disease activity. Overall, these complementary therapies are promising and should be used to treat patients with IBD from a more holistic perspective.
The purpose of this study is to examine a set of motivation variables within guitar and piano players. We also tested for motivational differences among three groups: those who write music, those who plan to write music in the future, and those who do not write nor intend to write. An international sample of 599 musicians was obtained (guitar: N = 292, piano: N = 307) through the use of an online survey. Self-Determination Theory, a prominent perspective in the motivation literature, was utilized along with other motivational constructs, including perceived competence, musical self-esteem, effort, desire to learn, willingness to play, and possible musical selves. Findings revealed differences between pianists’ and guitarists’ levels of motivational intensity, desire to learn, introjected regulation, perceived competence and willingness to play. Results also indicated that the group who write music had significantly higher levels of musical self-esteem, willingness to play, motivational intensity, desire to learn, and perceived competence. Findings from this study suggest that pianists and guitarists both are intrinsically motivated, but for different reasons. The underlying motivational needs that are met by the instrument’s “culture” appear to focus on competence for pianists and on autonomy and relatedness for guitarists.
Researchers have explored the issues associated with transition policies, practices, and children's readiness for school. They have collected parents' and teachers' attitudes towards and feelings about children starting school. However, little attention has been given to the voices of children in this matter. This paper reports on the perspectives of one-hundred children aged 5-6 years on their early experiences of school. The first section explores some of the literature relevant to starting school and the emerging international research trend to giving children a voice in matters that concern them. The second discusses the research methodology and findings. These indicate that, while most children settle in well to school, many have concerns about the affective domain of the school environment, the fear of punishment, being bored, and the lack of choice. While just over half of the children liked school most of the time, 83 per cent of them said they did not like school work, which they clearly defined in their own words.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.