The Students' Academic Performance at the Conservatory of Music: A Structural Model from the Motivational Variables // El rendimiento académico de estudiantes del Conservatorio de Música: un modelo estructural de las variables motivacionales

Abstract

The aim of this research is to analyze the relationships between several motivational variables in the teaching Music context during the Professional Grade of Music at the Conservatory. More specifically, it is tried to analyze the relationships between the students' self-concept, their causal attributions, their academic goals and their content goals, and the relationships between all of them and the academic performance, in that context. The participants are 209 Conservatory students, males and women, who learn to play a wide range of musical instruments, with an average age of 17.25 years old. All of them answer four closed-ended questionnaires: the AF-5 Questionnaire (Musitu & García, 1999), the Goal Questionnaire (Wentzel, 1989), the Multidimensional Causal Attributions Evaluation Scale (Barca, 2000) and the Academic Goal Questionnaire (Hayamizu & Weiner, 1991). In general, the causal diagram's results show adequate fit indices and corroborate the relations between the variables which were set out from the theoretical framework. However, it is observed a curious positive relation between the poor performance-low capacity attribution and the academic self-concept.Keywords: Self-concept, causal attributions, goals, academic performance, conservatory. ResumenEl objetivo de esta investigación es valorar las relaciones que diversas variables motivacionales mantienen entre sí, en el contexto de las enseñanzas musicales en el Grado Profesional de Conservatorio de Música. Más concretamente, se pretende analizar las relaciones entre el autoconcepto, las atribuciones causales, las metas académicas y el contenido de las metas de los estudiantes, y las relaciones de todas ellas con el rendimiento académico, en dicho contexto. Participan 209 estudiantes, mujeres y hombres, del Conservatorio que aprenden a tocar diferentes instrumentos musicales, con una edad media de 17.25 años. Se utilizan el cuestionario AF-5 (Musitu y García, 1999), el Cuestionario de Metas (Wentzel, 1989, la Escala de Atribuciones Causales Multidimensionales (Barca, 2000) y el Cuestionario de Metas Académicas (Hayamizu y Weiner, 1991). El modelo estructural estimado muestra adecuados ín-dices de ajuste. En general, se corroboran las relaciones planteadas entre las variables consideradas a partir del estudio teórico del tema, aunque llama la atención la relación positiva entre la atribución a la baja capacidad del bajo rendimiento académico y el autoconcepto académico.

Evaluation of the motivational characteristics of higher education students in music from the perspective of Self-Determination Theory

“…In addition, the fact that those who do not have a family background score slightly higher may be related to a lower perception of pressure on the student, since he or she does not have to satisfy the aspirations that may be placed on him or her. Academic goals are also linked to self-perception about task skills, family support, self-improvement goals, and a high return consideration of effort (Holgado et al, 2013; Martin et al, 2016; Mawang et al, 2020). Also gaining relevance in the continuation of studies is the emotional connection that is established with music, which is activated at the beginning and will accompany throughout the career (St.…”

Music Academic Performance: Effect of Intrinsic Motivation and Critical Thinking // Rendimiento académico en Música: efecto de la motivación intrínseca y el pensamiento crítico

“…On the other hand, music promotes the learning of languages, mathematics, history, and aesthetic and social values, as well as contributing to the person's intellectual, emotional, interpersonal, physical, psychomotor, and neurological development. In order to understand the performance of secondary school students in the area of music, research focusing on social, personal or socio-personal factors (MacIntyre, Potter, & Burns, 2012), such as motivational (Reeve, 2005) or self-regulating variables (Phan, 2010;Zimmerman, 2013), are essential. Although there are numerous investigations on the process of learning music and musical performance in relation to psychological variables (e.g., Hedden, 2014;Holgado, Navas, & Marco, 2013;McPherson & McCormick, 2000;Nielsen, 2004;StGeorge, Holbrook, & Cantwell, 2012), literature to date on the explanation of academic performance in music through variables such as intrinsic motivation to learn new content and critical thinking on the subject is inadequate.…”