Show simple item record

dc.contributor.authorCrosslin, Neill Orlanda
dc.date.accessioned2014-03-03T21:23:11Z
dc.date.available2014-03-03T21:23:11Z
dc.date.issued2004-08
dc.identifier.othercrosslin_neill_o_200408_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/crosslin_neill_o_200408_edd
dc.identifier.urihttp://hdl.handle.net/10724/21797
dc.description.abstractThe purpose of this qualitative study was to describe students’ perceptions of motivation in the instrumental music classroom. This study was guided by a symbolic interactionist framework and grounded theory research design. Data were collected in a high school setting. Open ended and semi-structured face-to-face interviews were conducted, audio-taped, and transcribed. Constant comparative analysis was used to generate a theoretical idea, grounded in the data, illustrating music students’ perceptions of motivation. Findings of this study indicate that self-perception is the overarching theme relevant to students’ experiences with motivation. This study found that: (1) students’ definition of self is an outcome of experiences with their environment, (2) this self-perception influences how students act, and (3) these actions materialize into what students perceive to be motivation. In their discussions, students gave accounts of their experiences and subsequent outcomes of from these experiences with motivation. This study revealed that students experience motivation through fun, success, competition, goal setting, role-models, discipline, praise, and learning. Perceived outcomes of these indicators of motivation were commitment and increased effort. In contrast, students’ motivation diminished when they experienced the lack of “fun,” a negative relationship with their teacher, excessive discipline, and a negative social climate. As a result of these demotivators students displayed indifferent attitudes. Based on the findings, a theoretical idea emerged. This study found that motivation was gender-specific. That is, female students readily accept intrinsic forms of motivation while male students identified with extrinsic motivators. In fact, female students viewed some extrinsic motivators (such as praise and discipline) to be controlling and as a result, lost interest. Implications for future research, director preparation and practice are discussed. Prospective music teachers should note that motivation is gender-specific and be aware of the affects that their teaching practices have on male and female students. In preparing music directors, colleges and universities should consider the implications of this research and extant literature. Such consideration would initiate data-driven decisions in curricula. Lastly, the topic examined is open to further research. There remains a need for additional qualitative studies that illustrate connections among recognized influences on student motivation.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectMotivation
dc.subjectMusic Education
dc.subjectSelf-perception
dc.subjectSelf-Concept
dc.subjectGender
dc.titleStudents' perceptions of motivation in the instrumental music classroom
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentEducational Leadership
dc.description.majorEducational Leadership
dc.description.advisorJo Blase
dc.description.committeeJo Blase
dc.description.committeeJoseph Blase
dc.description.committeeSally Zepeda


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record