Practice and learning the piano: Motivation and self-regulation

Cheng, Zijia; Southcott, Jane

doi:10.1177/02557614221125173

Cited by 3 publications

(1 citation statement)

References 49 publications

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“…It has also been described as a primary driving force to carry out any human activity, especially the challenging ones. Cook and Artino (2016) assert that motivation compels individuals to initiate, conduct and sustain goal-directed tasks to reach a target (Cheng & Southcott, 2016;Onuray & Engür, 2017).…”

Section: Piano Pedagogy: Influential Factorsmentioning

confidence: 99%

Enhancing Piano Proficiency: Influential Factors for Success in the Pianism and Worldwide Projection Program at the National University of Costa Rica

Ávila Hernández,

Cubero

2024

DEDiCA

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The following study approaches factors that can influence the process and progress of piano learning. To do this, a questionnaire was administered to 11 students from the Worldwide Pianism and Projection program at the National University of Costa Rica to know their opinions regarding the determining factors that strengthen piano proficiency. The results show that attention to factors such as learning environment, discipline, motivation, and the teacher-student relationship strengthen piano pedagogy in favor of improving and achieving objectives. In addition, it raises the need to select work strategies that enhance the pianistic progress of students concerning the methodological work in the classroom.

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Section: Piano Pedagogy: Influential Factorsmentioning

confidence: 99%

Enhancing Piano Proficiency: Influential Factors for Success in the Pianism and Worldwide Projection Program at the National University of Costa Rica

Ávila Hernández,

Cubero

2024

DEDiCA

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Understanding ethnic minority students’ motivations to pursue higher music education over time

Guan,

Luo,

Matsunobu

2024

International Journal of Music Education

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This longitudinal case study aimed to explore changes in ethnic minority students’ motivations to pursue higher music education during the transition from high school to university. The participants were recruited from the Yi, Mongolian and Tibetan ethnic groups in a remote mountainous region of southwest China. Data were collected through participant observation and semi-structured interviews. The findings of the study indicated that the ethnic minority students were driven both by intrinsic motivations, including a love of and interest and persistence in music, positive musical experiences and musical ability, and by extrinsic motivations, including the desire to earn a university degree by way of studying music, meet the expectations of their local music teachers and family members and repay their hometowns by serving as local music teachers. However, most of the participating ethnic minority students exhibited a shift in their motivations to study music after 2 years of university education. This shift was attributable to various elements, including peer competition, employment pressure, mentor support and the university environment. Based on these findings, we suggest ways to support ethnic minority students transitioning smoothly from high school to university and continuing their music studies.

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Who stays? Who goes? Motivation and tendency to drop out in music schools

Wieser,

Novak-Geiger,

Müller

2024

Front. Psychol.

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Based on self-determination theory, this study examined the extent to which the satisfaction of the basic psychological needs for autonomy, competence, and social relatedness in instrumental lessons explain the quality and quantity of motivation, which are responsible for persistence and dropout in music schools. This study also investigated whether parental involvement contributes to dropout. A total of 140 music students from Austria (37.16% male, 62.1% female, 0.8% diverse) were surveyed using a quantitative questionnaire. The central variables are the tendency to dropout (dependent variable) and, as predictors, the motivational regulation styles, the satisfaction of basic psychological needs in the classroom and parental involvement. The results of a structural equation model indicated that satisfaction of basic needs in class and parental involvement, mediated by motivation, predicted dropout tendencies. Autonomous motivation in lessons is negatively associated and controlled motivation is positively associated with the tendency to drop out of music schools. Satisfaction of basic psychological needs during lessons and parental involvement predicts autonomous motivation. However, basic psychological needs cannot predict controlled motivation but parental involvement can predict controlled motivation to a limited extent. Finally, this study emphasizes the practical importance of need satisfaction and parental involvement in motivation and continuing to play a musical instrument.

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Practice and learning the piano: Motivation and self-regulation

Cited by 3 publications

References 49 publications

Enhancing Piano Proficiency: Influential Factors for Success in the Pianism and Worldwide Projection Program at the National University of Costa Rica

Enhancing Piano Proficiency: Influential Factors for Success in the Pianism and Worldwide Projection Program at the National University of Costa Rica

Understanding ethnic minority students’ motivations to pursue higher music education over time

Who stays? Who goes? Motivation and tendency to drop out in music schools

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