Choosing to study music in high school: Teacher support, psychological needs satisfaction, and elective music intentions

Abstract

High school students do not value music education highly, nor do they see it as a useful part of their academic pathways. When music becomes an elective subject, low enrolment in elective classes is seen as a challenge for music educators. This study aimed to further investigate this issue by examining the motivational climate of the music classroom, including the perceptions of the music teacher, in the development of student motivation for music. It also examined how these motivational factors influenced students’ intentions to take music as an elective subject. A hypothesized model based on self-determination theory was tested using structural equation modeling (SEM), based on survey data from N = 395 students from 11 schools. The hypothesized model fit the data well. Students’ basic psychological needs fulfillment was predicted by the perceived needs-supportive practices of their teachers. These in turn were predictive of students’ elective intentions. Using multi-group SEM analyses, findings were invariant across gender, school type, year at school, and socio-economic status, and the role of prior music learning was examined. The results indicate that an effective target for increasing students’ motivation and value for music at school may be the motivational climate of the music classroom.

A Motivational Sequence Model of High School Ensemble Students’ Intentions to Continue Participating in Music

“…Freer & Evans, 2018; Legutki, 2010), socioeconomic status (Elpus, 2014; Elpus & Abril, 2011; Kinney, 2010), and positive attitude toward music (Lucas, 2011; Moder, 2018). Additionally, researchers have focused on social factors (e.g., parents, teachers, peers) that are likely to have a vital impact on students’ motivation for continued music involvement (Dagaz, 2012; E. Freer & Evans, 2019; Hewitt & Allan, 2013; Ng & Hartwig, 2011).…”

“…Freer & Evans, 2019; Hewitt & Allan, 2013; Ng & Hartwig, 2011). In classroom settings, the teacher represents a central leader who interacts with students regularly and is an important source of support (E. Freer & Evans, 2019; Graves, 2019).…”

Understanding Participation in Secondary Music Classes: A Literature Review

“…First, secondary music teachers can connect with local elementary school music programs to support positive elementary music experiences and subsequent enrollment in secondary programs (Freer & Evans, 2018; Miksza, 2013b; Ruybalid, 2016). When general music students in elementary and middle school leave their music class with stronger beliefs in their music abilities, they are more likely to enroll in secondary music classes (Freer & Evans, 2018, 2019). Second, at the secondary level, music educators might design music experiences for students who do not participate in school music classes to help them better understand their music abilities and their potential for developing their musicianship (Dweck, 2006; Legette, 1998).…”

A longitudinal study of psychological needs satisfaction, value, achievement, and elective music intentions

“…This may influence the results because of developmental changes that occur during this time period (Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006). However, other research in the area of music and elective choice (Freer & Evans, 2019) tested this using multiple group analysis and found that there were no differences between levels of motivation and influence of motivation on elective choice between Year 7 and Year 8. Future studies could investigate students' elective choices when they are entering their final years of school.…”