Learning Environments, Goal Orientations, and Interest in Music

Marjoribanks, Kevin; Mboya, Mzobanzi M.

doi:10.2307/3345437

Cited by 18 publications

(17 citation statements)

References 15 publications

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“…The importance of music in the educational curriculum Within the literature there exists a large volume of research studies attesting to the positive relationships between studying music and various social-emotional variables (Costa-Giomi 1999;Fitzpatrick 2006;Marjoribanks and Mboya 2004;Michel and Farrell 1973;North, Hargreaves, and O'Neill 2000;Taetle 1999;Trusty and Oliva 1994;Young 1975). Asmus (2005) conducted an intensive literature review of approximately 270 electronic databases with the aim of identifying research studies that investigated the impact of music education on various samples.…”

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confidence: 99%

The social-emotional impact of instrumental music performance on economically disadvantaged South African students

Devroop

2012

Music Education Research

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Within the literature there exists a large volume of research studies attesting to the positive relationships between studying music and various psychological and sociological variables. A close examination of these studies reveals that only a handful were conducted on disadvantaged populations. Accordingly, it remains unclear to what extent these findings hold true for disadvantaged students. The purpose of this study was to investigate the social-emotional impact of instrumental music instruction on disadvantaged South African students. The two specific questions addressed in this study were (1) what impact did instrumental music instruction have on student's self-esteem, optimism, sense of happiness and perseverance and (2) do any relationships exist between instrumental music instruction and the variables under investigation? The results indicated that there were generally increased levels of self-esteem, optimism, happiness and perseverance after participation in an instrumental music programme. There was also an increase in subject's optimism and sense of happiness. There were moderate to moderately strong positive relationships between participation in instrumental music and self-esteem, optimism, happiness and perseverance.

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confidence: 99%

The social-emotional impact of instrumental music performance on economically disadvantaged South African students

Devroop

2012

Music Education Research

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“…socioeconomic status (Dibben, 2006;McPherson, Osborne, Barrett, Davidson & Faulkner, 2015;Corenblum & Marshall, 1998), class curriculum (Winter, 2004), goal structures (Austin, 1991;Marjoribanks & Mboya, 2004), and academic achievement (Johnson & Memmott, 2006). The literature on music motivation reflects something of a patchwork of different theoretical perspectives (Austin, Renwick, & McPherson, 2006;Hallam, 2016).…”

mentioning

confidence: 99%

“…The reasons why a person is learning (i.e., the sources of her or his motivation) exert an impact on every aspect of the motivational system. Researchers have examined a number of individual differences that influence motivation and music learning, including student individuality (Gaunt & Hallam, 2016), beliefs (O’Neill, 2011; Hallam, 2013), aptitude (Levitin, 2012; Asmus & Harrison, 1990), socioeconomic status (Dibben, 2006; McPherson, Osborne, Barrett, Davidson & Faulkner, 2015; Corenblum & Marshall, 1998), class curriculum (Winter, 2004), goal structures (Austin, 1991; Marjoribanks & Mboya, 2004), and academic achievement (Johnson & Memmott, 2006). The literature on music motivation reflects something of a patchwork of different theoretical perspectives (Austin, Renwick, & McPherson, 2006; Hallam, 2016).…”

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confidence: 99%

Self-determination theory and motivation for music

MacIntyre

Schnare

Ross

2017

Psychology of Music

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Learning the skills to be a musician requires an enormous amount of effort and dedication, a longterm process that requires sustained motivation. Motivation for music is complex, blending relatively intrinsic and extrinsic motives. The purpose of this study is to investigate the motivation of musicians by considering how different aspects of motivational features interact. An international sample of 188 musicians was obtained through the use of an online survey. Four scales drawn from Self-Determination Theory (intrinsic, identified, introjected, and extrinsic regulation) were utilized along with other motivational constructs, including motivational intensity, desire to learn, willingness to play, perceived competence, and musical self-esteem. To integrate the variables into a proposed model, a path analysis was conducted among the motivation variables. Results showed that the intrinsic motives are playing the major role in the maintenance of the motivational system, while extrinsic motives are less influential. Support was found for a feedback loop, whereby desire to learn feeds into increased effort at learning (i.e., motivational intensity), leading to the development of perceived competence, which is then reflected back into increasing desire to learn. Increases in these variables help to create a virtuous cycle of motivation for music learning and performance.

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“…Istraživane su veze između motivacije, samopoimanja, atribucija uspjeha i neuspjeha, strukture ciljeva i uključenosti u glazbu te odustajanja od učenja glazbe (BERA, 2004: 251). U dosadašnjim studijama istraživane su brojne individualne razlike koje mogu utjecati na motivaciju za učenje glazbe među kojima su glazbene sposobnosti (Asmus i Harrison, 1990;Levitin, 2012), stavovi (Hallam, 2013;Klinedinst, 1991), individualnost (Gaunt & Hallam, 2009), socioekonomski status (Corenblum & Marshall, 1998;Dibben, 2006;McPherson, Osborne, Barrett, Davidson & Faulkner, 2015), strukture ciljeva (Austin, 1991;Marjoribanks & Mboya, 2004) i kurikul (Winter, 2004 ;Weiner, 1986), teorija očekivanja-vrednovanja (engl. expectancy-value theory; Atkinson, 1964;Wigfield & Eccles, 2000), teorija ciljne orijentacije (engl.…”

Section: Uvodunclassified

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

Nikolić¹,

Šenk²

2018

zop

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U radu se razmatra problem motivacije studenata za učenje glazbe u kontekstu obaveznoga glazbenog obrazovanja na studijima za buduće učitelje razredne nastave. Namjera je uputiti na čimbenike motivacije studenata za učenje glazbe kako bi nastava glazbe na učiteljskom studiju bila što učinkovitija te kako bi se olakšalo stjecanje kompetencija za vođenje nastave glazbe budućih učitelja. Predstavljene su tri teorije motivacije koje se konceptualno mogu primijeniti na motivaciju studenata, budućih učitelja za učenje glazbe na studiju, a to su atribucijska teorija, teorija ciljne orijentacije i teorija očekivanja-vrednovanja. Primjenom navedenih teorija na kontekst učenja glazbe na učiteljskim studijima istaknule su se varijable percepcije sposobnosti studenata, ulaganja truda, uspješnosti, afektivne i vrijednosne komponente motivacije. Teorija koja obuhvaća najviše elemenata važnih za glazbeno obrazovanje studenata učiteljskih studija jest teorija očekivanja-vrednovanja koja bi se mogla rabiti u budućim istraživanjima. Pregled dosadašnjih istraživanja motivacije u glazbenom obrazovanju pokazao je kako nastavnici mogu djelovati na povećanje motivacije za učenje glazbe ohrabrivanjem studenata na usvajanje atribucija vezanih uz ulaganje truda, poticanjem ciljne orijentacije studenata prema ciljevima učenja, omogućavanjem uspješnosti studenata u glazbi, ponudom brojnih i različitih glazbenih zadataka, ocjenjivanjem studenata temeljem uloženoga truda te sustavnim djelovanjem na razvoj vrijednosne komponente stavova studenata o glazbenom obrazovanju.

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Learning Environments, Goal Orientations, and Interest in Music

Cited by 18 publications

References 15 publications

The social-emotional impact of instrumental music performance on economically disadvantaged South African students

The social-emotional impact of instrumental music performance on economically disadvantaged South African students

Self-determination theory and motivation for music

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

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