Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach

Kupers, Elisa; Dijk, Marijn van; Geert, Paul van

doi:10.1080/10508406.2016.1259624

Cited by 21 publications

(11 citation statements)

References 45 publications

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“…Correlational studies have seen the importance of addressing autonomy support. Additionally, in observational studies [29], autonomy support has been evaluated in terms of rank typology through frequency scores, with qualitative scores taken from extracts of classes recorded on video [30,31]. However, qualitatively based observational studies are not common.…”

Section: Importance Of the Teacher's Motivating Interpersonal Stylementioning

confidence: 99%

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021

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Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.

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Section: Importance Of the Teacher's Motivating Interpersonal Stylementioning

confidence: 99%

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021

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“…A characteristic of complex systems modeling is that many different developmental trajectories are possible, even when departing from the same initial stage because the connections between different components of the system might be different for each person. For instance, a teacher with a general directive style of teaching can result in a negative spiral when a student becomes more passive and reluctant to voice his or her own ideas, causing the teacher to become more directive and so on (see Kupers et al, 2017, for an example). The same starting condition, however, can also result in a positive developmental spiral, for instance, when a student is very chaotic and needs structure that the teacher provides, resulting in higher levels of creativity, to which the teacher responds adaptively by becoming less directive, and so forth.…”

Section: Explaining Students' Creative Development With the Modelmentioning

confidence: 99%

“…As stated before, history dependence can refer both to both the dependence of a behavioral state to the immediately preceding state, as to dependence on a relatively long-term past. Empirical studies on a large variety of topics show that behavior over time is indeed history-dependent (Coey, Hassebrock, Kloos, & Richardson, 2015; de Ruiter, Den Hartigh, Cox, van Geert, & Kunnen, 2014; Kupers, van Dijk, & van Geert, 2017).…”

Section: A Complex Dynamic Systems Perspective On Creativitymentioning

confidence: 99%

Children’s Creativity: A Theoretical Framework and Systematic Review

Kupers

Lehmann-Wermser

McPherson

et al. 2018

Review of Educational Research

Self Cite

130

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Within education, the importance of creativity is recognized as an essential 21st-century skill. Based on this premise, the first aim of this article is to provide a theoretical integration through the development of a framework based on the principles of complex dynamic systems theory, which describes and explains children's creativity. This model is used to explain differing views on the role of education in developing children's creativity. Our second aim is empirical integration. On the basis of a three-dimensional taxonomy, we performed a systematic review of the recent literature (2006-2017, 184 studies) on primary school students' creativity. Our results show that creativity is most often measured as a static, aggregated construct. In line with our theoretical model, we suggest ways that future research can elaborate on the moment-to-moment interactions that form the basis of long-term creative development, as well as on the mechanisms that connect different levels of creativity.

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“…In pedagogical theory, scaffolding is a metaphoric term for systematic instructional techniques to learning and development (Kupers, van Dijk, & van Geert, 2017). According to Rosenshine (2008), educators have employed this explicit sequence of instruction, sometimes with modifications in their teaching styles, to teach students complex cognitive skills.…”

Section: Review Of Literaturementioning

confidence: 99%

The Role of Instructional Scaffolding to Facilitate Problem Solving Skills in Music Improvisation

Abdullah¹,

Cheong²,

Alizadeh³

et al. 2021

MJESTP

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This study aims to investigate the role of instructional scaffolding in developing problem-solving skills in melodic improvisation among beginner piano students. Three action research cycles were implemented to identify the effectiveness of scaffolding instructions. The process of measuring students’ problem-solving skills in improvisation is audio-recorded and further transcribed onto music scores in the third action research cycle for data analysis. The findings showed a positive development and improvement in the students’ problem-solving skills and filled the knowledge void for music teachers to plan and teach music improvisation progressively. These findings were helpful for music teachers to implement future musical tasks in creative activities.

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Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach

Cited by 21 publications

References 45 publications

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

Children’s Creativity: A Theoretical Framework and Systematic Review

The Role of Instructional Scaffolding to Facilitate Problem Solving Skills in Music Improvisation

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