The Socio-Educational Model of Music Motivation

Abstract

The well-established socio-educational model of second language learning motivation developed by R. C. Gardner was adapted and applied to study instrumental music learning motivation. The similarities between music and language suggested that the adaptation might lead to new insights in the study of music motivation. At the heart of the proposed model is a multifaceted description of the relationships among motivation, attitudes, anxiety, support from others, perceived competence, and achievement. A sample of 107 high school band students was selected to participate in this study. Results of a path analysis of questionnaire responses indicate that the adapted and expanded socio-educational model fit very well with the present data and described key motivational structures. The key support for motivation to learn was supplied by integrativeness (an interest in taking on the characteristics of musicians, positive attitudes toward learning instruments, and an interest in music learning), plus attitudes toward the learning situation (music teacher and course).

Motivational and Social Network Dynamics of Ensemble Music Making

“…Furthermore, this type of motivation is associated with internalization and transmission of values (Ryan & Deci, 2000, which may be important to the functioning of an ensemble where shared performance goals can aid in positive performance outcomes for the entire group. This concept of internalization, or integrativeness as referred to by Gardner & McIntyre (1993), has been theorized as part of a socio-educational model of music motivation (MacIntyre, Potter, & Burns, 2012), but to my knowledge has never been quantified as is done in the current approach. The social contagion model (Wild & Enzle, 2002) also suggests that the values and perceived motivation of others in our social networks can have an observable effect on a person's motivation.…”

Motivación Y Emoción en Música. Estado De La Cuestión Y Aportaciones Para La Innovación Educativa

“…Así, la sensación de apoyo de otras personas y la valoración práctica de los estudios musicales parecen predecir altos niveles de integración y actitudes positivas hacia situaciones de aprendizaje (MacIntyre, Potter, & Burns, 2012). Sin embargo, la percepción personal del alumnado es distinta, tal y como muestra Ghazali (2006), que aporta que los niños entienden el aprendizaje musical como una globalidad de lo formal y lo informal, lo cual influye positivamente en la importancia que otorgan a éste.…”

Blue and pink in extracurricular music education. Some differences associated with gender at the beginning of studies

“…Al ser el primer agente de socialización, desempeña un importante papel en el desarrollo conductual, cognitivo y emocional de los hijos (Herrera y Cremades, 2011) y en la transmisión de valores, actitudes y hábitos que configuran las experiencias de percepción sonora (Cremades y Lorenzo, 2007). Además ejerce una influencia fundamental en la motivación inicial del niño (MacIntyre, Potter, Burns, 2012;Szubertowska, 2005), siendo determinante en la elección de instrumento (Hallam, Rogers y Creech, 2008;Valencia, Ventura y Escandell, 2003;Lorenzo y Escandell, 2004).…”