Students' Motivation to Engage in Music Lessons: The Cypriot Context

Autor/in	Hadjikou, Chryso
Titel	Students' Motivation to Engage in Music Lessons: The Cypriot Context
Quelle	In: Research Studies in Music Education, 44 (2022) 2, S.413-431 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hadjikou, Chryso)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X20985302
Schlagwörter	Music Education; Student Motivation; Longitudinal Studies; Secondary School Students; Student Attitudes; Curriculum Development; Educational Change; Foreign Countries; Learning Motivation; Grade 7; Cyprus + Suchen Sie Ihr Suchwort? Musikerziehung; Schulische Motivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Ausland; Motivation for studies; Lernmotivation; School year 07; 7. Schuljahr; Schuljahr 07; Zypern
Abstract	Students' motivation has often been the subject of discussion in the field of music education. This article reports on an exploration of students' motivation during their first year of attending music lessons in Cypriot lower secondary schools (Year 7). This study was a longitudinal study tracking the students (N = 170) over one academic year. The first questionnaire was completed as students entered secondary school and the second at the end of their first year when students had encountered the new Cypriot music curriculum for the first time. The findings indicate that students' overall motivation by the end of their first year at secondary school had diminished. As noted in previous research, problems with student motivation in school music were persistent, notwithstanding changes to the curriculum. The implications of the findings to enhance students' motivation were examined, and future research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01