Adopting an Organismic Perspective on Adolescent Academic Motivation for Instrumental Ensemble Participation

Autor/in	Holster, Jacob D.
Titel	Adopting an Organismic Perspective on Adolescent Academic Motivation for Instrumental Ensemble Participation
Quelle	In: Update: Applications of Research in Music Education, 41 (2023) 3, S.57-67 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holster, Jacob D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8755-1233
DOI	10.1177/87551233221087407
Schlagwörter	Student Participation; Music Education; Music Activities; Elective Courses; Student Motivation; Middle School Students; General Education; Student Interests; Psychological Needs; Student Attitudes; Competence; Music Teachers; Decision Making; Persistence; Learning Activities + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Musikerziehung; Musikalische Aktion; Elective course; Wahlkurs; Schulische Motivation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Allgemein bildendes Schulwesen; Allgemeinbildung; Studieninteresse; Schülerverhalten; Kompetenz; Music; Teacher; Teachers; Musiklehrer; Decision-making; Entscheidungsfindung; Ausdauer; Lernaktivität
Abstract	Students' motivation to engage in elective music courses can be complicated or nuanced and is often informed by myriad personal and environmental factors. In this review of literature, I examine general education and music education research related to organismic perspectives on the development and maintenance of academic motivation among middle school students. The motivational constructs considered were Eccles' task values (i.e., interest, attainment, utility, and cost) and Deci and Ryan's psychological needs (i.e., autonomy, competence, and relatedness). When adolescents evaluate the importance, usefulness, enjoyment, and cost of the electives in which they take part, they are formulating task value beliefs. The more that students value a task, the greater the likelihood they will continue to engage in the task despite the costs. Continued task engagement, however, may require that students' psychological needs for autonomy, competence, and relatedness be met. Implications and suggestions for music teachers are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01