The Socio-Educational Model of Music Motivation

Autor/inn/en	MacIntyre, Peter D.; Potter, Gillian K.; Burns, Jillian N.
Titel	The Socio-Educational Model of Music Motivation
Quelle	In: Journal of Research in Music Education, 60 (2012) 2, S.129-144 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429412444609
Schlagwörter	Second Language Learning; Music Education; Comparative Analysis; Learning Motivation; Musical Instruments; Musicians; Path Analysis; Social Psychology; Educational Psychology; Models; Music Teachers; Social Environment; Peer Relationship; Attitudes; Anxiety; Social Support Groups; Competence; Achievement; High School Students; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Musikerziehung; Motivation for studies; Lernmotivation; Musikinstrument; Musiker; Pfadanalyse; Sozialpsychologie; Erziehungspsychologie; Pädagogische Psychologie; Analogiemodell; Music; Teacher; Teachers; Musiklehrer; Soziales Umfeld; Peer-Beziehungen; Attitude; Einstellung; Verhalten; Angst; Social support; Soziale Unterstützung; Kompetenz; Performance; Leistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Kanada
Abstract	The well-established socio-educational model of second language learning motivation developed by R. C. Gardner was adapted and applied to study instrumental music learning motivation. The similarities between music and language suggested that the adaptation might lead to new insights in the study of music motivation. At the heart of the proposed model is a multifaceted description of the relationships among motivation, attitudes, anxiety, support from others, perceived competence, and achievement. A sample of 107 high school band students was selected to participate in this study. Results of a path analysis of questionnaire responses indicate that the adapted and expanded socio-educational model fit very well with the present data and described key motivational structures. The key support for motivation to learn was supplied by integrativeness (an interest in taking on the characteristics of musicians, positive attitudes toward learning instruments, and an interest in music learning), plus attitudes toward the learning situation (music teacher and course). (Contains 3 notes, 1 table, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10