Learning a Musical Instrument: The Influence of Interpersonal Interaction on Outcomes for School-Aged Pupils

Autor/inn/en	Creech, Andrea; Hallam, Susan
Titel	Learning a Musical Instrument: The Influence of Interpersonal Interaction on Outcomes for School-Aged Pupils
Quelle	In: Psychology of Music, 39 (2011) 1, S.102-122 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7356
DOI	10.1177/0305735610370222
Schlagwörter	Self Efficacy; Musical Instruments; Interaction; Learning Processes; Music Education; Student Attitudes; Educational Environment; Interpersonal Relationship; Surveys; Self Esteem; Teacher Student Relationship; Outcomes of Education; Measures (Individuals); Parent Child Relationship + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Musikinstrument; Interaktion; Learning process; Lernprozess; Musikerziehung; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Survey; Umfrage; Befragung; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; Messdaten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	Researchers in recent years have increasingly placed an emphasis on seeking pupils' perceptions of educational settings. Alongside this shift towards attaching value to the pupil viewpoint has been a growing interest concerning how interpersonal relationships, manifested as control or responsiveness between teachers and pupils or parents and pupils, impact on learning processes and outcomes. This study aimed first to elicit pupils' perceptions of their interpersonal interactions with teachers and parents, in the context of learning a musical instrument. The second aim was to explore whether dimensions of interpersonal interaction could account for variability in learning outcomes. Three hundred and thirty-seven violin pupils were surveyed, and measures for the interpersonal dimensions of control and responsiveness, as well as measures for outcomes that were defined as self-esteem, self-efficacy, motivation, enjoyment of music and musical attainment, were collected. A principal component analysis of the control and responsiveness scales was carried out. Multiple regressions revealed that "receptiveness to parental support" and "pupil-teacher accord" accounted for significant variability in the learning outcomes. The research reported here adds to a growing body of evidence suggesting that the interpersonal dynamics of pupil-parent and pupil-teacher dyads represent a powerful influence in pupils' experiences of learning musical instruments. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10