Attributional Theory in investigating public music performance in higher music education

Abstract

The purpose of this research was to investigate the causes attributed by undergraduate music students to situations of failure and success in public music performance. Attributional Theory has been used in this research as the theoretical framework to understand how situations of success and failure are interpreted by the person of the activity. The analysis was conducted from an Intrapersonal perspective of motivation, i.e., how the attributions made by the students doing an undergraduate course in music revealed their notions and beliefs. The methodology used included a non-probabilistic survey and the data were collected through a self-administered questionnaire involving 130 undergraduate music students of southern Brazil. The results show that in situations considered to be successful, the most frequent attributed causes are effort (77.7%), persistence (65.4%), and interest in the performance (63.1%), whereas in situations considered to be failures the most important aspects are emotional (60.8%), difficulty of the task (36.2%), and lack of effort (30.8%). This research shows that students who have more musical experience regard their performances as good or excellent, whereas those that have little experience do not view themselves in this way. The data reveal that the greater the importance that is attached to an activity, the more time is spent on preparing for it; in the same way students tend to be more engaged with musical activities and devote more time to them when they are aware of their skills and value them. Music students feel responsible for their results, which shows that they are engaged in their learning and seek to satisfy an inner need to achieve success.

Polifonía epistémica de la investigación sobre las experiencias estudiantiles: El caso Latinoamericano

“…Attributional Theory in investigating public music performance in higher music education. (Schneider & Hentschke, 2017).…”

“…Dos artículos hacen referencia a experiencias de movilidad internacional de estudiantes, ya sea de estudiantes que salen de sus países para estudiar afuera (Oliveira & Freitas, 2017) o de estudiantes que emigraron a temprana edad y que regresan a su país de origen (Román, Ruiz & Loya, 2017). Un artículo se centra en cuestiones de motivación y teorías de atribución de estudiantes de música (Schneider & Hentschke, 2017). Finalmente, un artículo se centra en significados de los estudiantes acerca de la universidad saludable (Castillo-Cedeño et al, 2017).…”

Music education students’ intrinsic and extrinsic motivation: A quantsitative analysis of personal narratives

“…Upcoming public performances can be powerful motivators to get musicians to practice (Burwell & Shipton, 2011;Hallam, 1997;Woody, 2001). As young musicians develop through their performance training, they tend to more often attribute performance success to effort, persistence, and strategy use, all of which can be linked to work done in practicing (Grings & Hentschke, 2017). An approaching performance appears to provide improved focus on skill improvement, perhaps especially among high ability student performers (Clark, 2012).…”

“…The connection between motivation and achievement in learning is well accepted in educational psychology; much of the research done on motivation has fallen under the categories of need theory and achievement goal theory (Maehr et al, 2002). Advanced music students are thought by some to possess a special kind of achievement drive, a "rage to master" (Winner, 1996), or an inner need to achieve (Grings & Hentschke, 2017). One data-supported theory indicates that musicians' self-appraisal of their achievement level is an outcome that drives their attitude, motivation, and feelings of competence, as seen in their musical practicing (MacIntyre, Potter, & Burns, 2012).…”

Motivacija Za Učenje Glazbe Kod Studenata Učiteljskih Studija Kroz Perspektivu Teorija Motivacije

“…self-efficacy; Bandura, 1994), teorija motivacije ovladavanja (engl. mastery-oriented motivation; Dweck & Leggett, 1988) Asmus, 1985Asmus, , 1986aAsmus, , 1986bArnold, 1997;Austin & Vispoel;1998;Bačlija Sušić i Županić Benić, 2017;Bogunović, 2005;Schneider Grings & Hentschke, 2015 b teorija očekivanjavrednovanja Leung, 2008;McCormick & McPherson, 2007;McPherson & O'Neill, 2010;McPherson, Osborne, Barrett, Davidson & Faulkner, 2015; MOTIVACIJA ZA UČENJE GLAZBE KOD STUDENATA … | 59 Wigfield et al, 1997;Wigfield & Eccles, 2000; c teorija ciljne orijentacije Miksza, Tan i Dye, 2016;Schmidt, 2005;Sandene, 1997, Anguiano, 2006, Bailey, 2006prema West, 2013 d teorija intrinzične motivacije Alexander, 2015;Austin, 1988;Bangs, 1992prema West, 2013 e teorija "tijeka" Chirico et al, 2015;Custodero, 2011;Iusca, 2015;O'Neill, 1999 (Asmus, 1986a: 74).…”