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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Psychological needs and music engagement intentions :/
Reminder of title:	A self-determination theoretical perspective on the motivation to continue in music.
Author:	Liu, Mark Y.
Description:	1 online resource (150 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Subject:	Music education. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (150 pages)

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

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

Includes bibliographical references

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%.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369358650Subjects--Topical Terms:

1179893
Music education.
Index Terms--Genre/Form:

554714
Electronic books.

Psychological needs and music engagement intentions : = A self-determination theoretical perspective on the motivation to continue in music.
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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.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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710 2 $a Boston University. $b Music Education CFA. $3 1184955
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10191080 $z click for full text (PQDT)