Innovative and Practical Methods for Choir Conducting in Music Education

Abstract

This study investigates the pivotal relationship between school culture and students' academic motivation at Hubei University of Science and Technology (HUST). School culture is defined as the aggregate of values, beliefs, and norms that shape the behavior and experiences of staff and students within a school, influencing the learning environment. Academic motivation, a central element in students' educational success, refers to the inner drive, commitment, and effort students willingly invest in learning activities. Through employing a mixed-methods research design encompassing surveys and interviews, this study captures students' perceptions of HUST's school culture and its influence on their academic motivation. Findings reveal a significant correlation between a positive, supportive school culture and heightened student motivation. A nurturing school environment at HUST, characterized by supportive faculty, collaborative peers, and access to resources, was found to be instrumental in fostering a motivational climate conducive to academic pursuit. This study contributes to the existing literature by providing insights into the dynamic interplay between school culture and academic motivation, with implications for educators, administrators, and policymakers aiming to enhance the quality of education and student learning experiences.