MOTIVATION IN LEARNING MUSICAL INSTRUMENT IN THE CONTEXT OF SELF-DETERMINATION THEORY

2018 ◽  
Vol 28 (3) ◽  
pp. 1063-1067
Author(s):  
Anastas Mihaylov
Keyword(s):  
Music Education ◽  
Extrinsic Motivation ◽  
Theoretical Foundation ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Future Research ◽  
Human Motivation

The relation between motivation and education is a subject of numerous different researches. In spite of that there is a lack of overall concept giving a solid theoretical foundation for building motivation of learning musical instrument. The aim of the article is to fill the gap presenting an overview of a Self-determination theory (SDT) as an approach to building a stable motivation in music education. As a contemporary macro theory of motivation SDT examines the nature and sources of human motivation. Article describes the key components of the theory- notion of basic psychological needs, the concept of intrinsic and extrinsic motivation. Relation of motivation with autonomy, competence and relatedness is also discussed. The study puts accent on transformation of the extrinsic into intrinsic motivation, the stages of that process and the application of Self-determination theory in musical education. Results are presented as the basis for future research in the field focusing on perspectives for creating a model for building a stable motivation of learning musical instrument.

scholarly journals MODEL FOR BUILDING STABLE MOTIVATION FOR STUDING THE MUSICAL INSTRUMENT

2019 ◽  
Vol 31 (6) ◽  
pp. 1823-1826
Author(s):  
Anastas Mihaylov
Keyword(s):  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Musical Instruments ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Intrinsic And Extrinsic Motivation

Studying the musical instrument is a longtime process aiming building technical and performing skills, cultivation of pupil’s musical taste and interest. But in the context of motivation it has a different aim- to influence on student’s motivation for achieving the above goals. There is a lack of the model which can help teachers to be aware of the process and have an influence on student’s motivation. This study strives to fill that gap presenting the model based on the Self Determination Theory for human’s motivation. The fundamental concepts of the theory are presented- basic psychological needs of autonomy, competence and relatedness, intrinsic and extrinsic motivation and their relation. On this basis the model for building stable motivation is suggested as an attempt to adapt the Self Determination Theory to the needs of studying the musical instrument. Some practical aspects of the model are presented. The model is applied among 7-14 years old pupils attending guitar course, but taking into account the age characteristics it might be successfully used with students and adults. We hope that this study can be useful for professionals teaching different musical instruments as well as to provoke the future research in that specific field.

scholarly journals The need for cognition within the academic motivation space

2017 ◽  
Vol 49 (1) ◽  
pp. 7-30
Author(s):  
Aleksandar Vasic
Keyword(s):  
Academic Motivation ◽  
Need For Cognition ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Internal Motivation ◽  
Cognition Scale

The self-determination theory presumes several types of motivation distributed along the theoretical continuum. On the other side, certain research studies point to the need for cognition which is the source of internal motivation, as one of the aforementioned types of motivation. This theoretical and conceptual closeness served as an impetus for the research conducted on the convenient sample of 364 students of both genders (59% of female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the data, the Academic Motivation Scale for Students (AMS-SI) and the shortened version of the Need for Cognition Scale (NFCS-S) were used. During data analysis, we first checked the internal metric characteristics of the scales and quantitatively defined the features measured by these instruments. In locating the need for cognition within the academic motivation space, hierarchical multiple regression analysis and multidimensional scaling were used. Four valid and reliable dimensions of student academic motivation were defined as internal, introjected and external motivation, and amotivation. One dominant, reliable and valid main subject of measuring of the need for cognition scale was defined as well. In the common space of academic motivation and the need for cognition, internal motivation clearly stands out as the basic correlate of this need. Future research should further reexamine the assumption of the self-determination theory about three basic psychological needs vital for the development of motivation.

Self-Determination Theory for Motivation in Distance Music Education

2021 ◽  
pp. 105708372110622
Author(s):  
Musbah Shaheen
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Self Determination ◽  
Practical Skills ◽  
Online Music ◽  
Teaching Music

Many researchers have discussed the feasibility of teaching and learning practical skills, such as playing a musical instrument, through distance education. One of the central issues considered in music education is that of motivation, leading educators to wonder how students might remain motivated when learning music at a distance. In this article, I use self-determination theory (SDT) as a lens for examining existing literature on distance music education to identify elements of learning environments that may contribute to, or detract from, the fulfillment of students’ psychological needs. I oriented my reading of the literature toward offering insights on the nature of motivation in online music education and providing educators with tools informed by SDT to maintain and nurture motivation when teaching music online.

scholarly journals Exploring Proximal LGBTQ+ Minority Stressors within Physical Activity Contexts From a Self-Determination Theory Perspective

2020 ◽  
Author(s):  
Shannon Herrick ◽  
Meredith A. Rocchi ◽  
Shane N. Sweet ◽  
Lindsay R. Duncan
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Future Research ◽  
Willingness To Participate ◽  
Cross Sectional Survey

Abstract Background: LGBTQ+ individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Methods: The purpose of this study was to explore whether proximal LGBTQ+ minority stressors, as indicators of the social-environmental context, would relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. An online cross-sectional survey was completed by 778 LGBTQ+ adults. Results: Results from structural equation modelling analyses support that proximal LGBTQ+ minority stressors are associated with decreased reported need satisfaction (β = -.36) which, in turn, is associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Conclusions: Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors, and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

Implementing Relatedness-Supportive Teaching Strategies to Promote Learning in the College Classroom

2021 ◽  
pp. 009862832110468
Author(s):  
Sthephany Escandell ◽  
Tsz Lun (Alan) Chu
Keyword(s):  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Undergraduate Teaching ◽  
College Classroom ◽  
Evidence Based ◽  
Student Centered ◽  
Psychology Course

Introduction Relatedness—a sense of meaningful connectedness and belonging—is one of the basic psychological needs proposed by self-determination theory. Statement of the Problem The current literature lacks evidence-based strategies that support student relatedness in the college classroom. In education, research has indicated what strategies support relatedness, but not how to implement this well-established and important concept in the college classroom. Literature Review Self-determination theory suggests that supporting relatedness between the instructor and students, and among students, can foster intrinsic motivation, internalization of extrinsic motivation, and performance in educational settings. Teaching Implications We present four evidence-based relatedness-supportive strategies—facilitating learning connections, preventing student self-silencing, providing and receiving feedback, and developing a student-centered classroom—to help promote greater student engagement and success in the classroom. We also share our examples and experiences applying these strategies as an instructor and an undergraduate teaching assistant in a physiological psychology course. Conclusion Feedback from students and our reflections suggest that the four strategies are effective, which can be adopted and adapted by other instructors to implement in their classrooms.

Psychological needs satisfaction and value in students’ intentions to study music in high school

2017 ◽  
Vol 46 (6) ◽  
pp. 881-895 ◽  
Author(s):  
Elisabeth Freer ◽  
Paul Evans
Keyword(s):  
High School ◽  
Music Education ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Music Students ◽  
Considerable Proportion ◽  
Needs Satisfaction

A major issue concerning music educators is declining participation in music over the school years. This study aimed to explain why students choose to study music at school. The theoretical lens of self-determination theory was used to examine how the satisfaction of basic psychological needs might lead to students valuing music and choosing to study it at school. Participants were 204 male students in an Australian high school. A structural equation model was evaluated, with elective intentions predicted by value, psychological needs satisfaction, and instrumental experience. The hypothesized model was supported and explained 65% of variance in elective intentions and 50% of variance in students’ valuing of music. Students with higher psychological needs satisfaction and value for music had stronger intentions to continue studying music. Psychological needs satisfaction explained a considerable proportion of why students valued music. Students with more experience learning an instrument were also more likely to choose music, but psychological needs satisfaction and value were far more influential. These findings extend existing research on Self-Determination Theory(SDT) in educational and music contexts, and suggest implications for teachers wishing to increase participation in school music education.

Self-Determination Theory and Children’s Singing Games In and Out of the Classroom: A Literature Review

2017 ◽  
Vol 36 (3) ◽  
pp. 12-19 ◽  
Author(s):  
J. Christopher Roberts
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Achievement Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Pedagogical Practices ◽  
Modes Of Transmission ◽  
Singing Games

In a bid to make formal music education experiences more relevant to children’s lives, teachers have sought to incorporate aspects of children’s informal learning practices into classroom settings. Singing games have a long history both in and out of school settings, and the recontextualization that occurs when brought into the music classroom typically leads to differences in issues such as player populations, modes of transmission, and pedagogical practices. This literature review examines the motivational impacts of these discrepancies, analyzing research on singing games through the lens of self-determination theory of achievement motivation. Self-determination theory posits that three basic psychological needs are essential for humans’ optional functioning—relatedness, competence, and autonomy. Each psychological need is defined, benefits are described, and distinctions are made between the ways that the need is met or thwarted in informal and formal settings during singing game play. Suggestions for music teachers are provided.

Frustration and Violence in Mobile Video Games

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek
Keyword(s):  
Video Games ◽  
Video Game ◽  
Implicit Association Test ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mobile Video ◽  
Violent Content ◽  
Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention

2020 ◽  
pp. 1-10
Author(s):  
Roberto Ferriz ◽  
Alejandro Jiménez-Loaisa ◽  
David González-Cutre ◽  
María Romero-Elías ◽  
Vicente J. Beltrán-Carrillo
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Motivational Strategies ◽  
School Based ◽  
Parents Experiences

Purpose: Adolescents’ and parents’ experiences within a multidimensional school-based physical activity intervention grounded on self-determination theory were explored. Method: Qualitative data from 29 adolescents (aged 15–17 years) and three parents on behalf of the total students’ families were collected via participant observation (research diary), semistructured interviews, and focus groups. Results: Adolescents perceived that the application of motivational strategies, based on self-determination theory, satisfied their basic psychological needs for autonomy, competence and relatedness, favored self-determined motivation, and gave rise to adaptive consequences (improved physical activity knowledge, creation of affective bonds, and increased leisure-time physical activity). These results were supported by the information reported by the students’ parents. Discussion/Conclusions: The findings support the implementation of self-determination theory-based multidimensional interventions to promote adolescents’ physical activity participation. This study also presents several motivational strategies which could be useful for the design and implementation of future school-based physical activity interventions.

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