Motivation to study music in Australian schools: The impact of music learning, gender, and socio-economic status

Abstract

This study extends an eight-country mapping exercise (McPherson & O'Neill, 2010; see Research Studies in Music Education issues 2010-2011) to include students' motivation to study music within the Australian context. It sought to determine whether music learners (students learning an instrument or voice), might be more motivated to study academic subjects at school, and whether gender and socioeconomic status (SES) affected student motivation to learn music at school. A total of 2,727 students from grades 5 to 12 completed a questionnaire based on Eccles and Wigfield's expectancy-value framework. Data collected included: ratings of competence beliefs, interest, importance, usefulness and difficulty for music, English, maths, and science; indications of whether the students were currently learning a musical instrument or voice (music learners); and whether they would like to if given the opportunity. There was an overall significant decline in competence beliefs, interest, importance, and usefulness across the school years, in contrast with increased task difficulty ratings across the school years. Music learners reported

Competitive comparison in music: influences upon self-efficacy beliefs by gender

“…Music scholars have, however, studied other motivational theories in a variety of cultural contexts. For example, a recent collection of eight studies employed the expectancy-value model to compare students' motivation COMPETITIVE COMPARISON IN MUSIC 4 in music as compared to six other subjects in Brazil, China, Finland, Hong Kong, Israel, Mexico, South Korea, and the United States (see McPherson & O'Neill, 2010), with follow-up studies in Singapore (Koh, 2011) and Australia (McPherson, Osborne, Barrett, Davidson, & Faulkner, 2015). As studies of musical self-efficacy are still in their relative infancy, they are still being tested in relatively homogenous contexts (as is the case in the present study), observing gender variations in self-efficacy beliefs within primarily western classical or jazz performance settings.…”

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

“…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.…”

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

“…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). 58 | Lidija Nikolić,Ivana Šenk Nijedna teorija motivacije sama za sebe ne može objasniti složenu strukturu motivacije pojedinca za učenje glazbe i postignuća u glazbi.…”

“…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).…”