Motivational predictors of continuing motivation and achievement for early adolescent instrumental music students
This thesis investigated factors associated with lifelong learning for early adolescent instrumental music study, operationally defined here as continuing motivation to study at the next academic grade level. Secondary school instrumental music programs often experience a gradual, but continual decline in student participation frequently beginning at the middle school level and continuing through the end of high school (Hartley, 1996). This investigation targeted the issue of student continuing motivation in early adolescent instrumental music programs, as well as examining factors associated with student instrumental music achievement.
To this end, a new hypothesized model of continuing motivation was proposed resulting from the integration of Self-Determination Theory (Deci & Ryan, 1991) and Achievement Goal Theory (Elliot & Church, 1997). Two-hundred and ninety middle school instrumental music students in two mid-sized Midwestern cities responded to questionnaire items regarding students' quality of autonomous motivation and achievement goal orientation for instrumental music study, student perceptions of the classroom motivational climate created by their teacher, and students' intent to continue on in the instrumental program after the current academic year. Student achievement data, including trimester grades and chair rank scores were obtained at the time of questionnaire completion. Student program registration data for the following academic year, a component of student continuing motivation, were obtained approximately four months later.
Negative associations were found between increasing student grade level and each of the following constructs: (1) student autonomous motivation, (2) quality of student achievement goals, (3) student-perception of the classroom climate, (4) student continuing motivation and (5) student achievement. That is, as students progressed from sixth to seventh and to eighth grade, they reported a lower quality of motivation for instrumental music, adopted poorer quality achievement goals, viewed their classroom teacher and motivational climate as increasingly more negative, and had low continuing motivation and achievement for instrumental music. Boys achieved lower than girls, and boys viewed their classroom climate more negatively than girls. Additionally, these data favor the fosterting of achievement goal climates promoting and implementing absolute versus relative grading practices.
0522: Music education
0620: Developmental psychology