The purpose of this longitudinal study was to assess the impact of the Skills Learning Support Program (SLSP) aimed to support entering first-generation college students' motivational beliefs, use of self-regulatory strategies, and academic achievement. The study included 137 students from ethnically diverse cultural backgrounds who were in need of academic, counseling, and financial support. In addition, the study gathered academic data on 739 admitted students who did not participate in the program for comparison. The SLSP students were asked to respond to a number of scales assessing their self-regulation and motivational beliefs at the beginning and end of their freshmen year. Comparison academic data were also collected for all students during

In the present study, we examined whether collective efficacy, group cohesion (task and social), and perceived motivational climate (task-involving and ego-involving orientations) in a music ensemble predict instrumentalists' perceived conductor support. Ninety-one ( N = 91) skilled high school instrumentalists participated in the study. To assess the variables, participants responded to a number of surveys during rehearsals. It was hypothesized that instrumentalists' perceptions of collective efficacy, group cohesion, and a task-involving motivational climate cultivated by the conductor would predict conductor support. Results showed that, collectively, these variables accounted for 46% of the variance in instrumentalist perceptions of a supportive conductor. Findings of this study may provide guidance on how conductors can create learning environments that instill a strong sense of support for their instrumentalists.Much of an instrumentalist's musical development takes place in ensemble settings, where young musicians have the opportunity to develop personal expertise and integrate their skills by rehearsing and performing with other musicians. The ensemble setting is a place where students can &dquo;discover, re-create, and grow in their appreciation and love of music&dquo; (Battisti, 1999, p. 39). A central figure in creating a fertile ground for learning in an ensemble is a supportive teacher or conductor. In the literature, teacher support has been defined as the amount of help and caring a teacher displays toward students (Moos & Trickett, 1987). The present study is an examination of factors that may influence instrumentalists' perceptions of conductor support within the ensemble setting. at MICHIGAN STATE UNIV LIBRARIES on June 15, 2015 jrm.sagepub.com Downloaded from E 7Research evidence derived from attribution theory documents the important role that conductor influences (e.g., being personable, showing patience, and having expertise in the area taught) play in students' future choices, persistence in the face of difficulties, and affect (Asmus, 1985(Asmus, , 1986. In fact, Austin and Vispoel (1998) found with 153 seventh-grade students that the most-endorsed success attribution was teacher influences, followed by peer influences. Similarly, other research studies show that students who value their high school music experiences often comment on the positive relationship they maintained with their conductor. These students also mention their conductor's musical expertise and his or her ability to present music concepts clearly ). For example, in one-on-one settings, Howe and Sloboda (1991) inter-viewed students enrolled in a highly competitive high school specializing in music. These high-achieving students repeatedly commented on the caring, friendliness, inspirational qualities, and musical expertise of their teachers. Children who effectively attained musical skill regarded their teachers' personal qualities and expertise as playing a considerable role in helping them acquire their musical skills. ...

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This study examined the effects of the conductor’s goal orientation (mastery vs. performance) and use of shared performance cues (basic vs. interpretive vs. expressive) on instrumentalists’ self-efficacy, collective efficacy, attributions, and performance. Eighty-one college instrumentalists from two musical ensembles participated in the study. It was hypothesized that instrumentalists who undergo a mastery goal-oriented rehearsal and experience a conductor’s use of expressive shared performance cues would report higher levels in all measures than those who undergo a performance goal-oriented rehearsal and are exposed to interpretive performance cues, which in turn surpass those who experience basic performance cues. Results indicated that participants in the mastery goal orientation condition reported higher levels of collective and self-efficacy beliefs and attributed the success or failure of the ensemble most frequently to the conductor’s use of rehearsal strategies (i.e., baton technique, verbal directions regarding the music). In addition, the conductor’s use of expressive shared performance cues had a significant impact on instrumentalists’ collective efficacy, self-efficacy, performance, and attributions. Findings of this study may provide some guidance on how conductors can create effective rehearsal environments.

The purpose of this mixed methods study was to investigate intragroup beliefs regarding participation in a National Collegiate Athletic Association (NCAA) Division II marching band throughout the university’s American football season. Fifty-three undergraduates from an urban midwestern university elected one of two options: (1) focus group only or (2) focus group and surveys. For the quantitative inquiry, it was hypothesized that members would report a downward concavity of group cohesion attributes and collective efficacy beliefs across time. A repeated measures multivariate analysis of variance (MANOVA) found group integration–task (GI-T) and collective efficacy dipped at the midpoint of the season while beliefs regarding members’ attraction to the group, both task and social (ATG-T, ATG-S), and group integration–social (GI-S) remained consistently high. Focus groups data analysis revealed five broad themes: (1) connections, their pride in the band and its connectedness to their school and beyond; (2) family, how the band represents a family environment; (3) acceptance, belonging to the group; (4) music, the role of music in their lives; and (5) time, the temporal beliefs of the group throughout the season. These findings provide insight into the dynamic nature of group beliefs over time with musical ensembles.