Gender differences in musical motivation at different levels of expertise

Abstract

Recently, models have been developed that recognise the complexity of motivation. These set out the interactions that occur between environmental (cultural, institutional, familial, educational) and internal factors (cognition and affect) enhancing or reducing motivation. Despite this we know very little about gender differences in motivation in relation to playing an instrument. The current study aimed to address this issue, exploring gender differences in motivation and whether these changed as expertise developed. A total of 3325 children ranging in level of expertise from beginner through to Grade 8 level in independent instrumental music examinations completed a questionnaire that included a seven-point Likert scale with statements exploring different aspects of motivation. A principal components analysis was undertaken and six factors emerged: support and social affirmation; social life and enjoyment of musical activities; enjoyment of performing; self-beliefs; enjoyment of lessons, playing and practise; and disliking practise. The only statistically significant gender difference was in relation to self-beliefs with the boys consistently scoring higher. Further research is needed to establish why this is the case. The findings have major implications for education.

Exploring issues in categorisation of higher music education courses through FOI surveys of gender demographics in UK higher education institutions

“…This data reflects existing observations of popular music as having a historically problematic relationship with gender, especially within education (Bennett, 2017;Björck, 2011;Green, 2002;MacDonald et al, 2002;McClary, 1991;Whiteley, 1997). Relationships between popular music and music technology are also well known, which may explain some of the similarities in gender demographics between the two areas of study.…”

“…For example, women often face specific challenges to pursuing performance: could a woman who has faced such challenges to their role as a “performer” be more likely to pursue performance through a course within this category which offers a more holistic approach to music and does not just focus on “performance”? Whilst some work has investigated correlations between gender and motivations to study music (Hallam et al, 2020; McPherson et al, 2015), little work has been done to examine the comparative motivations between those on generic music degrees and those studying music degrees which focus on a specific sub-topic. Qualitative work on the motivations of students on these generic music courses should be undertaken to better understand the gender bias expressed in this data.…”

Evaluation of the motivational characteristics of higher education students in music from the perspective of Self-Determination Theory

“…Long et al (2012) observed that one of the predictors of musical performance lies in self-regulated learning and through a study in which they analyzed performance in master classes they concluded that women were more involved, more receptive, and participatory despite showing a tendency to perceive more negative content compared to men. With respect to motivation at different academic levels, Hallam et al (2020) observed few differences associated with the gender of the participants, although they obtained higher results with respect to self-confidence in favor of men in practice. Following Freer and Evans (2019), music provides an optimal setting for developing student well-being and motivation toward learning in which gender differences may be smaller than in other disciplines.…”

Can motivation and intentions of parental support predict musical achievement before the commencement of musical studies at the elementary school level?

“…Eight articles were screened and selected for further analysis after a search in the literature that was undertaken on May 21st, 2019 with the words “questionnaires on motivation to study music.” Considering that we adopted the Self-Determination Theory of Motivation, these articles were chosen for the potential adequacy of their questionnaires to our research questions and theoretical framework. The articles were by Freer and Evans (2018), Hallam et al (2016), Hallam et al (2020a, 2020b), Hallam et al (2021), Martin (2008), McCormick and McPherson (2007), and Tai et al (2018). Another article was added to this search for its relevance by McPherson (2000).…”