Performance Expectancy, Success, Satisfaction, and Attributions as Variables in Band Challenges

Chandler, Theodore A.; Chiarella, David; Auria, Carl

doi:10.2307/3345077

Cited by 37 publications

(26 citation statements)

References 11 publications

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“…The success-capacity attribution and the success-effort attribution predict the academic performance in a positive way, whereas the success-luck attribution does it in a negative way (Barca, Brenlla, Marcos, Morán, & Porto, 2007;Castejón, Navas, Miñano, & Soriano, 2009). In the musical education area, several authors find these same results between the students (Austin & Vispoel, 1998;Chandler, Chiarella, & Auria, 1988;Legette, 1998;Marco, 2010;Painsi & Parncutt, 2004). Marco (2010) confirms that the failure-low capacity attribution influences the academic performance in a negative way.…”

Section: Introductionsupporting

confidence: 58%

“…La atribución del éxito a la capacidad o al esfuerzo predice positivamente el rendimiento académico, contrariamente a la atribución a la suerte, que lo hace negativamente (Barca, Brenlla, Marcos, Morán, y Porto, 2007;Castejón, Navas, Miñano, y Soriano, 2009). En el campo de la educación musical, varios autores encuentran estos mismos resultados entre los estudiantes (Austin y Vispoel, 1998;Chandler, Chiarella, y Auria, 1988;Legette, 1998;Marco, 2010;Painsi y Parncutt, 2004). Marco (2010) comprueba que la atribución del fracaso a la baja capacidad influye negativamente sobre el rendimiento académico.…”

Section: Introductionunclassified

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The Students' Academic Performance at the Conservatory of Music: A Structural Model from the Motivational Variables // El rendimiento académico de estudiantes del Conservatorio de Música: un modelo estructural de las variables motivacionales

Holgado¹,

Martínez²

2013

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The aim of this research is to analyze the relationships between several motivational variables in the teaching Music context during the Professional Grade of Music at the Conservatory. More specifically, it is tried to analyze the relationships between the students' self-concept, their causal attributions, their academic goals and their content goals, and the relationships between all of them and the academic performance, in that context. The participants are 209 Conservatory students, males and women, who learn to play a wide range of musical instruments, with an average age of 17.25 years old. All of them answer four closed-ended questionnaires: the AF-5 Questionnaire (Musitu & García, 1999), the Goal Questionnaire (Wentzel, 1989), the Multidimensional Causal Attributions Evaluation Scale (Barca, 2000) and the Academic Goal Questionnaire (Hayamizu & Weiner, 1991). In general, the causal diagram's results show adequate fit indices and corroborate the relations between the variables which were set out from the theoretical framework. However, it is observed a curious positive relation between the poor performance-low capacity attribution and the academic self-concept.Keywords: Self-concept, causal attributions, goals, academic performance, conservatory. ResumenEl objetivo de esta investigación es valorar las relaciones que diversas variables motivacionales mantienen entre sí, en el contexto de las enseñanzas musicales en el Grado Profesional de Conservatorio de Música. Más concretamente, se pretende analizar las relaciones entre el autoconcepto, las atribuciones causales, las metas académicas y el contenido de las metas de los estudiantes, y las relaciones de todas ellas con el rendimiento académico, en dicho contexto. Participan 209 estudiantes, mujeres y hombres, del Conservatorio que aprenden a tocar diferentes instrumentos musicales, con una edad media de 17.25 años. Se utilizan el cuestionario AF-5 (Musitu y García, 1999), el Cuestionario de Metas (Wentzel, 1989, la Escala de Atribuciones Causales Multidimensionales (Barca, 2000) y el Cuestionario de Metas Académicas (Hayamizu y Weiner, 1991). El modelo estructural estimado muestra adecuados ín-dices de ajuste. En general, se corroboran las relaciones planteadas entre las variables consideradas a partir del estudio teórico del tema, aunque llama la atención la relación positiva entre la atribución a la baja capacidad del bajo rendimiento académico y el autoconcepto académico.

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Section: Introductionsupporting

confidence: 58%

Section: Introductionunclassified

The Students' Academic Performance at the Conservatory of Music: A Structural Model from the Motivational Variables // El rendimiento académico de estudiantes del Conservatorio de Música: un modelo estructural de las variables motivacionales

Holgado¹,

Martínez²

2013

REV PSICODIDACT

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“…For example, while personal desire has been identified as an important reason for starting to learn an instrument (MacKenzie, 1991), context-oriented feelings of satisfaction are important for continued motivation and engagement (Rife, Shnek, Lauby, & Lapidus, 2001;Schmidt, 2005). Chandler, Chiarella and Auria (1988) identified a similar relationship in the context of instrumental practice. From a more general psychological perspective, positive experience of an activity is a pre-requisite for future re-engagement (e.g., Hagger et al, 2009;Kukla, 1978).…”

mentioning

confidence: 86%

Advanced youth music ensembles: Experiences of, and reasons for, participation

Hewitt

Allan

2012

International Journal of Music Education

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The experiences of 72 adolescent musicians who had been members of an advanced youth symphony orchestra or concert band were investigated. An online survey explored previous participation and the importance of past experiences when making future decisions about participation. Previous experience was very positive. Enjoyment of public performances, a sense of musical satisfaction from participating, and opportunities to meet new people and spend time with other musicians were highly rated. First-time decisions to participate were primarily influenced by positive feedback from friends and peers while ongoing participation tended to be based on the positive experience of the musical and social aspects of participation rather than contextual aspects such as location or the input of significant others such as instrumental teachers or parents.This investigation, carried out in Scotland, explored adolescent musicians' experience of participation in two advanced youth music ensembles outside school. A framework for data collection was developed to evaluate key dimensions of experience of advanced music ensembles and assess whether those same dimensions were important for future participation. Our intention was to draw together aspects identified in related literature as being important in determining participation, in particular that relating to instrumental learning and extracurricular involvement.Instrumental learning is a complex process; as Welch (2007) argues, musical development does not occur in a vacuum but is a product of interaction over time between biology, developmental and environmental aspects. For example, while personal desire has been identified as an important reason for starting to learn an instrument (MacKenzie, 1991), context-oriented feelings of

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“…This has also been the case in music (for a review see Asmus, 1994). Chandler, Chiarella and Auria (1988) found that music students who reported that they would choose to continue to play their instrument were more satis ed with their current level of performance, enjoyed playing more, believed that technical knowledge was an important in uence on performance, practised more, expected to play the instrument longer, aspired to promotion within their musical group, generally Downloaded by [Dalhousie University] at 08:01 01 October 2012 attributed success to ability not luck, regarded personal effort as important, valued help from their teacher, and believed that it was valuable and important to play an instrument.…”

Section: The Characteristics Of the Individual Learnermentioning

confidence: 97%