NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ725316
Record Type: Journal
Publication Date: 2005-Jun-22
Pages: 14
Abstractor: Author
Reference Count: 24
ISSN: ISSN-0022-4294
Relations among Motivation, Performance Achievement, and Music Experience Variables in Secondary Instrumental Music Students
Schmidt, Charles P.
Journal of Research in Music Education, v53 n2 p134 Sum 2005
The purpose of this study was to (1) reexamine academic achievement motivation orientations within the context of instrumental music, and (2) examine relations among achievement motivation orientations, self-concept in instrumental music, and attitude to band in relation to teachers' ratings of performance achievement and effort, and students' grade level, gender, instrument, self-reported practice time, and selected music experience variables. Participants (N = 300) were band students (Grades 7-12) in four school districts. Data were gathered concerning students' (a) motivation orientations (mastery, intrinsic, individual, cooperative, ego, competitive, approach success, avoid failure), self-concept, and commitment to band; (b) instrument, grade level and gender, practice time per week, and experience in private lessons, solo festival, and all-county band; and (c) performance achievement and effort as rated by their teachers. Results indicated that ratings of performance and effort were most strongly correlated with self-concept and intrinsic motivation, respectively. Practice time was most strongly correlated with intrinsic motivation. Factor analysis revealed three factors of motivation: Learning/Task Orientation, Performance/Ego Orientation, and Individual Orientation. The factors essentially replicated those found in a general academic achievement setting. Learning/Task Orientation was positively correlated with practice time, ratings of performance and effort, solo festival and private-lesson experience, and grade level. Performance/Ego Orientation was negatively correlated with grade level and solo festival ratings. Individual Orientation scores were positively correlated with ratings of performance and effort and solo festival ratings. Differences by gender and instrument group were non-significant.
MENC (National Association for Music Education) Subscription Office, P.O. Box 1584, Birmingham, AL 35201. Tel: 800-336-3768 (Toll Free); Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts; New York