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A study of motivation and self-regul...

Bailey, Liston William.

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A study of motivation and self-regulation among high school instrumental music students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A study of motivation and self-regulation among high school instrumental music students./
Author:	Bailey, Liston William.
Description:	142 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1262.
Contained By:	Dissertation Abstracts International67-04A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3216029
ISBN:	9780542656378

A study of motivation and self-regulation among high school instrumental music students.
Bailey, Liston William.

A study of motivation and self-regulation among high school instrumental music students. - 142 p.

Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1262.

Thesis (Ph.D.)--Capella University, 2006.

The main purpose of this study was to examine how instrumental music students, encouraged to adopt a mastery goal orientation, might differ on factors of motivation and use of self-regulated learning behaviors when compared to students encouraged to adopt a performance-based orientation in learning. The dependent variables examined were use of self-regulated learning strategies, posttest performance, and level of intrinsic interest. Information was collected using seven subscales from the Motivated Strategies for Learning Questionnaire (MSLQ) as well as an end of unit posttest designed by the researcher. The sample consisted of 29 high school instrumental music students from within a Virginia school district. Main analysis consisted of a 2 x 2 ANOVA to test for interaction effects between goal orientation in learning, use of self-monitoring checklists, learning strategy use, posttest performance and level of motivation (intrinsic or extrinsic). Within this study, students in the mastery goal orientation treatment condition produced higher mean scores on the posttest than students in the performance goal treatment orientation. Futhermore, a Pearson Correlation test (2 tailed) showed a significant positive correlation r = .53 (p < .01) between students' task value as a predictor variable and one's level of intrinsic interest as a dependent variable.

ISBN: 9780542656378Subjects--Topical Terms:

1017808
Education, Music.

A study of motivation and self-regulation among high school instrumental music students.
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020 $a 9780542656378
035 $a (UnM)AAI3216029
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100 1 $a Bailey, Liston William. $3 1918782
245 1 2 $a A study of motivation and self-regulation among high school instrumental music students.
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1262.
500 $a Adviser: Gladys Schrynemakers.
502 $a Thesis (Ph.D.)--Capella University, 2006.
520 $a The main purpose of this study was to examine how instrumental music students, encouraged to adopt a mastery goal orientation, might differ on factors of motivation and use of self-regulated learning behaviors when compared to students encouraged to adopt a performance-based orientation in learning. The dependent variables examined were use of self-regulated learning strategies, posttest performance, and level of intrinsic interest. Information was collected using seven subscales from the Motivated Strategies for Learning Questionnaire (MSLQ) as well as an end of unit posttest designed by the researcher. The sample consisted of 29 high school instrumental music students from within a Virginia school district. Main analysis consisted of a 2 x 2 ANOVA to test for interaction effects between goal orientation in learning, use of self-monitoring checklists, learning strategy use, posttest performance and level of motivation (intrinsic or extrinsic). Within this study, students in the mastery goal orientation treatment condition produced higher mean scores on the posttest than students in the performance goal treatment orientation. Futhermore, a Pearson Correlation test (2 tailed) showed a significant positive correlation r = .53 (p < .01) between students' task value as a predictor variable and one's level of intrinsic interest as a dependent variable.
590 $a School code: 1351.
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710 2 0 $a Capella University. $3 1017687
773 0 $t Dissertation Abstracts International $g 67-04A.
790 1 0 $a Schrynemakers, Gladys, $e advisor
790 $a 1351
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3216029