NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ997984
Record Type: Journal
Publication Date: 2013-May
Pages: 9
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-8755-1233
Motivating Music Students: A Review of the Literature
West, Chad
Update: Applications of Research in Music Education, v31 n2 p11-19 May 2013
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A