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Psychological needs and music engage...

Liu, Mark Y.

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Psychological needs and music engagement intentions: A self-determination theoretical perspective on the motivation to continue in music.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Psychological needs and music engagement intentions: A self-determination theoretical perspective on the motivation to continue in music./
作者:	Liu, Mark Y.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	150 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10191080
ISBN:	9781369358650

Psychological needs and music engagement intentions: A self-determination theoretical perspective on the motivation to continue in music.
Liu, Mark Y.

Psychological needs and music engagement intentions: A self-determination theoretical perspective on the motivation to continue in music. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 150 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (D.M.A.)--Boston University, 2016.

Researchers of student motivation have often explained students' desire to engage in various activities in terms of intrinsic and extrinsic motivation (Babad, 1993; Legutki, 2010; McPherson, 2000; O'Neill, 1999). However, there is a perpetuating absence of a unifying and theory-based understanding of motivation in music education that illustrates the need for the current study. Using self-determination theory (Deci and Ryan, 2000) as the theoretical framework, I examined (a) the association between fulfillment of psychological needs (i.e., autonomy, competence, and relatedness) experienced by high school orchestra students and their perceived level of autonomy-supportive learning, and (b) the connection between different qualities of self-determined motivation (i.e., external, introjected, identified, and intrinsic regulation) and students' intentions to engage in music learning in the future. This cross-sectional quantitative study incorporated an author-designed instrument, which was an adaptation of Basic Psychological Needs Scale (Deci & Ryan, 2000) and Self-Regulation Questionnaire-Learning version (Black & Deci, 2000). I surveyed 706 high school orchestra students in the Midwest, and the response rate was 99.7%.

ISBN: 9781369358650Subjects--Topical Terms:

3168367
Music education.

Psychological needs and music engagement intentions: A self-determination theoretical perspective on the motivation to continue in music.
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245 1 0 $a Psychological needs and music engagement intentions: A self-determination theoretical perspective on the motivation to continue in music.
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300 $a 150 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Paul A. Evans.
502 $a Thesis (D.M.A.)--Boston University, 2016.
520 $a Researchers of student motivation have often explained students' desire to engage in various activities in terms of intrinsic and extrinsic motivation (Babad, 1993; Legutki, 2010; McPherson, 2000; O'Neill, 1999). However, there is a perpetuating absence of a unifying and theory-based understanding of motivation in music education that illustrates the need for the current study. Using self-determination theory (Deci and Ryan, 2000) as the theoretical framework, I examined (a) the association between fulfillment of psychological needs (i.e., autonomy, competence, and relatedness) experienced by high school orchestra students and their perceived level of autonomy-supportive learning, and (b) the connection between different qualities of self-determined motivation (i.e., external, introjected, identified, and intrinsic regulation) and students' intentions to engage in music learning in the future. This cross-sectional quantitative study incorporated an author-designed instrument, which was an adaptation of Basic Psychological Needs Scale (Deci & Ryan, 2000) and Self-Regulation Questionnaire-Learning version (Black & Deci, 2000). I surveyed 706 high school orchestra students in the Midwest, and the response rate was 99.7%.
520 $a The findings indicate that autonomy (beta = .37), competence (beta = .17), and relatedness (beta = .14) positively predicted music students' overall outlook on their autonomy-supportive learning. Identified regulation and intrinsic regulation positively predicted music students' short- (beta = .23, beta = .34), medium- (beta = .15, beta = .29), and long-term intentions (beta = .25, beta = .25) of music engagement, indicating that there is a connection between autonomous regulation in music students and their future engagement intentions. External regulation (beta = -.10) negatively predicted short-term intention only, indicating that there is a connection between extrinsic motivation and low intentions to continue must learning. This study provides evidence to support self-determination theory as a viable approach for understanding student motivation in the field of music education. Future research recommendations and implications for teaching are also provided.
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