Supporting Motivation in Music Education

Renwick, James; Reeve, Johnmarshall

doi:10.1093/oxfordhb/9780199730810.013.0009

Cited by 22 publications

(14 citation statements)

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“…Given the personal and social significance of music and sport in adolescent males' daily lives, it is noteworthy that music is regarded as being less useful and important for one's future career and as a subject that is seen to add value to one's education when compared with academic subjects (McPherson & O'Neill, 2010;Renwick & Reeve, 2012;Sulz, Humbert, Gyurcsik, Chad, & Gibbons, 2010).…”

Section: Research-article2014mentioning

confidence: 99%

“…Applying this framework, McCormick and McPherson (2007) have shown how the achievement in an upcoming examination of instrumental music learners can be predicted by the value they place on their musical participation, and the perceptions they have of their own abilities. Furthermore, this line of research suggests that the students' subjective task values (including importance, interest, and usefulness) are most influential in subject choice decisions (Austin, Renwick, & McPherson, 2006;McPherson, Davidson, & Faulkner, 2012;O'Neill, 2012;Renwick & Reeve, 2012;Schunk, Pintrich, & Meece, 2010;Wigfield & Eccles, 2000).…”

Section: Expectancy-value Theorymentioning

confidence: 99%

“…Utilitarian value is determined by future goals, career aspirations, capacity to earn a good income, and acceptance into tertiary education (Renwick & Reeve, 2012). As students begin to focus on long-term goals, parental pressure relating to vocational opportunities and potential earning capacity can unduly influence adolescent subject choice (McPherson et al, 2012).…”

Section: Utility Valuementioning

confidence: 99%

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Facilitators and Impediments for Elective Music and Sport in Adolescent Males

2014

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Within the culture of an all-male private school, sport often holds a special status as compared with music. As an area of learning and participation, sport is typically associated with masculinity and receives broad social acceptance, whereas music is often seen at the margins of the curriculum and considered as an activity for a select few who are innately talented. Because of these perceptions, participation rates for males are often higher for sport than they are for music. With this as our context, this study examined differences between the two elective subjects of music and sport, by seeking to investigate boys' motivation to choose whether or not to elect music and sport in the final years of high school. The study utilized an online survey that was completed by 293 subjects (13 to 16 years old, school years 8 to 10). Results indicate that the boys were more motivated to select elective sport rather than music (42.7% vs. 4.8%, respectively), with 49.8% choosing neither music nor sport. A comparison of facilitators of elective music and sport revealed similarities across the two domains, with interest in the subject (music or sport) receiving the highest mean rating for elective facilitation. Seven of the nine impediment scales were significantly higher for music (only importance of the subject and parental influence were statistically identical across sport and music). The study is the first of which we are aware that directly compares music and sport as school subjects, and as such, offers insight into the different motivational forces that act to either facilitate or impede students' choice of these subjects within an all-male private school.

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Section: Research-article2014mentioning

confidence: 99%

Section: Expectancy-value Theorymentioning

confidence: 99%

Section: Utility Valuementioning

confidence: 99%

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Facilitators and Impediments for Elective Music and Sport in Adolescent Males

2014

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“…This scale was based on the literature on behavioural indices of teacher autonomy support (Reeve & Jang, 2006;Renwick & Reeve, 2012). First, we coded the content of the instructions on autonomy support (either negative [−1], neutral [0] or positive [1]).…”

Section: Measurementsmentioning

confidence: 99%

“…Several authors have sought to extract teachers' autonomysupportive or controlling style from observable behaviour (Reeve & Jang, 2006;Renwick & Reeve, 2012). Results show that autonomy-supportive teachers: a) Tap into students' inner motivational resources whereas controlling teachers rely on extrinsic motivation such as giving deadlines or requesting compliance.…”

mentioning

confidence: 99%

A mixed-methods approach to studying co-regulation of student autonomy through teacher–student interactions in music lessons

Kupers

Dijk

Geert

et al. 2013

Psychology of Music

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Interactions that occur between teacher and student during instrumental music lessons are complex and multifaceted and embrace a full range of promotive and demotive factors that not only underpin effective learning, but also have an impact on whether children will persist with their learning long-term (McPherson, Davidson, & Faulkner, 2012). Such interactions also provide the context in which students gain a sense of personal control and autonomy over their learning (Evans, McPherson, & Davidson, 2012). In this article, we present new ways of conceptualizing autonomy by taking the teacher-student interaction as a unit of analysis to examine the processes of co-regulation of student autonomy. In Study 1, we performed an in-depth qualitative analysis of four teacher -student dyads in individual string lessons. We found large differences between these dyads in the way autonomy is co-regulated from moment to moment. These differences are theorized to be in part connected to the general need for autonomy of the student. In addition, we found that teachers have different ways of dealing with students' expressions of autonomy in lessons. In Study 2, we tested whether large moment-to-moment differences between the teacher's and student's levels of autonomy ('out-of-synch' moments) contributed to macro-level student outcomes. Here, we found a positive relation between the amount of out-of-synch per lesson and, respectively, students' motivation and progress.

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Conservatoire alumni as mentors in instrumental music teacher education: a preliminary study

Shaw

2023

Teachers and Teaching

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Supporting Motivation in Music Education

Cited by 22 publications

References 0 publications

Facilitators and Impediments for Elective Music and Sport in Adolescent Males

Facilitators and Impediments for Elective Music and Sport in Adolescent Males

A mixed-methods approach to studying co-regulation of student autonomy through teacher–student interactions in music lessons

Conservatoire alumni as mentors in instrumental music teacher education: a preliminary study

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