Group Cohesion, Collective Efficacy, and Motivational Climate as Predictors of Conductor Support in Music Ensembles

Abstract

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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