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Abstract
The purpose of this study is to determine differences in choral students’ perceptions of motivation strategies. A survey provided the opportunity for students (N = 515) to identify effective motivation techniques. Students identified director/ student attention and knowledge of results as being highly effective, interest as being effective, and task achievement and level of concern as being somewhat effective in enhancing student motivation. Significant differences, compared by gender and grade level, were identified for several motivation strategies. Implications for choral music educators who wish to enhance their ability to motivate students to learn are provided, as are recommendations for further research.
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