AFFECTIVE-MOTIVATIONAL PROCESSES, PARENTS' BEHAVIOR PERCEPTION AND ACHIEVEMENT IN MUSIC THEORY Barbara Smolej Fritz, ETRŠ Brežice, Krško Elementary Music School Cirila Peklaj, University of Ljubljana, Faculty of Arts Boštjan Bajec, University of Ljubljana, Faculty of Arts ♫ ψ
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AFFECTIVE-MOTIVATIONAL PROCESSES, PARENTS' BEHAVIOR PERCEPTION AND ACHIEVEMENT IN MUSIC THEORY Barbara Smolej Fritz, ETRŠ Brežice, Krško Elementary Music.
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AFFECTIVE-MOTIVATIONAL PROCESSES, PARENTS' BEHAVIOR PERCEPTION AND ACHIEVEMENT IN MUSIC
THEORY
Barbara Smolej Fritz, ETRŠ Brežice, Krško Elementary Music SchoolCirila Peklaj, University of Ljubljana, Faculty of ArtsBoštjan Bajec, University of Ljubljana, Faculty of Arts
♫ψ
INTRODUCTION
MUSIC THEORY AS LEARNING CONTEXT
♫ SOLFEGGIO
♫ THEORETICAL KNOWLEDGE
♫ PERFORMANCE AND INTERPRETATION
OF SELECTED MUSICAL PIECES♫ LISTENING
♫ CREATION
acquiring music language
developing students’ competencies for analytical music reading and writing
Self-regulated learners are students who are (meta)cognitively and (meta)motivationally aware of what they are doing and what needs to be done to successfully attain set goals (Boekaerts, 1996).
planning, initiating, monitoring, controlling their own learning
AFFECTIVE-MOTIVATIONAL COMPONENT OF SRL and ACHIEVEMENT
Correlations between, affective-motivational processes, parents’ behaviour perception factors and achievement in Music Theory
FGMT MTAT
applicability and the importance of MT ,19*** ,11
anxiety -,35*** -,26***
self-efficacy and interest ,44*** ,14*
difficulty at auditory tasks -,21*** -,20***
help and encouragement -,02 ,01
disapproval -,43*** -,26***
lack of control ,04 ,15**
allowance of autonomy ,02 ,18**
RESULTS
Legende:MTAT - Music Theory Achievement Test ; FGMT - final grades in Music Theory ; * p<.05, **p<.01, ***p<.001
Affective-motivational processes of learning and parents’ behaviour perception as predictors of final grades in MT: Results of hierarchical
multiple regression
Legend: * p<.05, **p<.01, ***p<.001
BOYS GIRLS
STEP VARIABLES β R² ΔR² β R² ΔR²
1. help and encouragement -,16
,17 ,17***
-,25***
,26 ,26***
disapproval, -,14 -,24**
lack of control ,01 -,06
allowance of autonomy -,04 -,11
2. applicability and the importance of MT
-,15
,44 ,27***
-,12
,37 ,11***anxiety -,23* -,25***
self-efficacy and interest ,59*** ,41***
difficulty at auditory tasks -,01 ,01
Affective-motivational processes of learning and parents’ behaviour perception as predictors of MTAT: Results of hierarchical
multiple regression
Legend: * p<.05, **p<.01, ***p<.001
BOYS GIRLS
STEP VARIABLES β R² ΔR² β R² ΔR²
1. help and encouragement -,11
,06 ,06
-,07
,09 ,09**
disapproval, ,03 -,17
lack of control ,14 ,09
allowance of autonomy ,17 -,03
2. applicability and the importance of MT
,03
,22 ,16**
,12
,16 ,07**anxiety -,01 -,26**
self-efficacy and interest ,34* -,16
difficulty at auditory tasks -,18 -,03
CONCLUSIONS
Final grades could be better predicted from two groups of factors (affective-motivational and parents’ behaviour perception) than results on MTAT.
The two set of variables predicted greater amount of variance for boys in the both achievement situations.
Affective-motivational factors are better predictors of the achievement than set of parents’ behaviour factors for boys. For girls results are reversed.
Anxiety, and self-efficacy and competence proved to be the most significant individual predictors.
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IMPLICATIONS FOR PRACTICE
♫ The creation of supportive learning environment in the school
* promoting pleasant atmosphere
* emphasizing student’s individual improvement
* structuring learning activities according to students previous knowledge
♫ The promotion of parents’ active involvement in music education of their children