![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
John Dewey knew that when students were actively involved in their learning, they were more motivated and achieved higher. Unfortunately, our practices often negatively affect motivation, such as when teachers emphasize competition, social comparison, normative grading criteria, public forms of evaluation, and ability self-assessment. Most recently, researchers have begun exploring motivation through the lenses of (a) how we attribute successes and failures (attribution theory), (b) reasons for achieving (achievement goal theory) and (c) ways in which we seek to satisfy our internal needs (intrinsic motivation theory). This article examines the music education literature within these three seminal social cognitive theories and discusses the implications to music education with respect to (a) locus of control, (b) self-concept and achievement, and (c) motivational ways of engaging students. The article concludes with specific recommendations for increasing student motivation in the music classroom.
References
Section:
|
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271. Google Scholar | Crossref | ISI | |
|
Anguiano, K. R. (2006). Motivational predictors of continuing motivation and achievement for early adolescent instrumental music students (Doctoral dissertation, The University of Iowa, Iowa City, IA). Available from ProQuest Dissertations and Theses database. (UMI No. 3229641) Google Scholar | |
|
Asmus, E. P. (1986). Student beliefs about the causes of success and failure in music: A study of achievement motivation. Journal of Research in Music Education, 34, 262–278. Google Scholar | SAGE Journals | ISI | |
|
Atkinson, J. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359–372. Google Scholar | Crossref | Medline | ISI | |
|
Austin, J. R. (1988). The effect of music contest format on self-concept, motivation, achievement, and attitude of elementary band students. Journal of Research in Music Education, 36, 95–107. Google Scholar | SAGE Journals | ISI | |
|
Austin, J. R., Vispoel, W. P. (1998). How American adolescents interpret success and failure in classroom music: Relationships among attributional beliefs, self-concept and achievement. Psychology of Music, 26, 26–45. Google Scholar | SAGE Journals | |
|
Bailey, L. W. (2006). A study of motivation and self-regulation among high school instrumental music students (Doctoral dissertation, Capella University, Minneapolis, MN). Available from ProQuest Dissertations and Theses database. (UMI No. 3216029). Google Scholar | |
|
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147. Google Scholar | Crossref | ISI | |
|
Bangs, R. L. (1992). An application of Amabile’s model of creativity to music instruction: A comparison of motivational strategies (Doctoral dissertation, University of Miami). Dissertation Abstracts International: Section A. Humanities and Social Sciences, 53(12), 4243. Google Scholar | |
|
Colwell, R. (1969). Music achievement tests. Chicago, IL: Follett. Google Scholar | |
|
Covington, M. V. (1983). Musical chairs: Who drops out of musical instruction and why. In Documentary report of the Ann Arbor symposium on the applications of psychology to the teaching and learning of music: Session III, motivation and creativity (pp. 49–50). Reston, VA: MENC. Google Scholar | |
|
Csikszentmihalyi, M., LeFevre, J. (1989). Optimal experience in work and leisure. Journal of Personality and Social Psychology, 56, 815–822. Google Scholar | Crossref | Medline | ISI | |
|
Csikszentmihalyi, M., Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. In Ames, R., Ames, C. (Eds.), Research on motivation in education: Goals and cognitions (pp. 45–71). New York, NY: Academic Press. Google Scholar | |
|
Deci, E. L., Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press. Google Scholar | Crossref | |
|
Dewey, J. (1938). Experience and education. New York, NY: Collier. Google Scholar | |
|
Dick, H. J. (2006). The relationship between instrumental music achievement and causal attributions for success and failure (Doctoral dissertation, University of Minnesota, Minneapolis, MN). Available from ProQuest Dissertations and Theses database. (UMI No. 3235396) Google Scholar | |
|
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. Google Scholar | Crossref | ISI | |
|
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Taylor & Francis. Google Scholar | |
|
Dweck, C. S., Elliott, E. S. (1983). Achievement motivation. In Mussen, P. H. (Ed.), Handbook of child psychology (pp. 643–691). New York, NY: Wiley. Google Scholar | |
|
Eccles, J., Midgley, C., Buchanan, C., Wigfield, A., Reuman, D., MacIver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and families. American Psychologist, 48, 90–101. Google Scholar | Crossref | Medline | ISI | |
|
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189. Google Scholar | Crossref | ISI | |
|
Graham, S. (1984). Teacher feelings and student thoughts: An attributional approach to affect in the classroom. Elementary School Journal, 85, 91–104. Google Scholar | Crossref | ISI | |
|
Harter, S. (1983). Developmental perspectives on the self-system. In Mussen, P. H. (Ed.), Handbook of child psychology (pp. 275–385). New York, NY: Wiley. Google Scholar | |
|
Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289–309. Google Scholar | Crossref | ISI | |
|
Lewin, K., Dembo, T., Festinger, L., Sears, P. (1944). Level of aspiration. In Hunt, J. M. (Ed.), Personality and the behavioral disorders (Vol. 1, pp. 333–378). New York, NY: Ronald. Google Scholar | |
|
Maehr, M. L., Pintrich, P. R., Linnenbrink, E. A. (2002). Motivation and achievement. In Colwell, R., Richardson, C. P. (Eds.), The new handbook of research on music teaching and learning (pp. 348–372). New York, NY: Oxford University Press. Google Scholar | |
|
Marlatt, J. H. (2004). Attribution theory as an influence on the musical lives of children (Doctoral dissertation, Temple University, Philadelphia, PA). Dissertation Abstracts International: Section A. Humanities and Social Sciences, 65(3), 872. Google Scholar | |
|
Mayer, R. E. (2007). Learning and instruction. Upper Saddle River, NJ: Pearson. Google Scholar | |
|
Nicholls, J. (1983). Task involvement in music. In Documentary report of the Ann Arbor symposium on the applications of psychology to the teaching and learning of music: Session III, motivation and creativity (pp. 1–4). Reston, VA: MENC. Google Scholar | |
|
Nicholls, J. G., Cobb, P., Wood, T., Yackel, E., Patashnick, M. (1990). Assessing students’ theories of success in mathematics: Individual and classroom differences. Journal for Research in Mathematics, 21, 109–122. Google Scholar | ISI | |
|
Pelletier, L. G., Seguin-Levesque, C., Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. Journal of Educational Psychology, 94, 186–196. Google Scholar | Crossref | ISI | |
|
Pintrich, P. R. (2004). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686. Google Scholar | Crossref | ISI | |
|
Pintrich, P. R., Blumenfeld, P. (1985). Classroom experience and children’s self-perceptions of ability, effort, and conduct. Journal of Educational Psychology, 77, 646–657. Google Scholar | Crossref | ISI | |
|
Pintrich, P. R., De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. Google Scholar | Crossref | ISI | |
|
Pintrich, P. R., Marx, R. W., Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199. Google Scholar | SAGE Journals | ISI | |
|
Ryan, R. M., Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Journal, 25, 54–67. Google Scholar | Crossref | Medline | ISI | |
|
Sandene, B. A. (1997). An investigation of variables related to student motivation in instrumental music (Doctoral dissertation, University of Michigan). Dissertation Abstracts International: Section A. Humanities and Social Sciences, 58(10), 3870. Google Scholar | |
|
Schmidt, C. P. (2005). Relations among motivation, performance achievement, and music experience variables in secondary instrumental music students. Journal of Research in Music Education, 53, 134–147. Google Scholar | SAGE Journals | ISI | |
|
Svengalis, J. (1978). Music attitude and the preadolescent male. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 34, 4827A. Google Scholar | |
|
Tschannen-Moran, M., Hoy, A. W., Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. Google Scholar | SAGE Journals | ISI | |
|
Urdan, T., Turner, J. C. (2007). Competence motivation in the classroom. In Elliot, A. J., Dweck, C. (Eds.), Handbook of competence and motivation (pp. 297–317). New York, NY: Guilford Press. Google Scholar | |
|
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, NN: General Learning Press. Google Scholar | |
|
Weiner, B. (1986). An attributional theory of motivation and emotion. New York, NY: Springer-Verlag. Google Scholar | Crossref | |
|
Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press. Google Scholar |
