Motivation after Failure in School Music Performance Classes: The Facilitative Effects of Strategy Attributions. Austin, J., R. & Vispoel, W., P. 1992. abstract bibtex Socio-cognitive perspectives on motivation have helped to advance our understanding of how and why students are motivated to learn. The third session of the Ann Arbor Symposium, held in 1982, provided a platform for applying motivation theory and research to music teaching and learning. Unfortunately, little research within the past decade has systematically examined motivation within music contexts. The purpose of this study was to investigate the effects of failure attribution feedback (ability, effort, strategy) and classroom goal structure (competitive, individualistic-standards, individualistic-progress) on motivational response and decision making. One hundred and seven instrumental music students in grades 5-8 were randomly assigned to one of nine treatment conditions (goal structure x attribution) and presented with a scenario describing the failure experience of a fictitious band student named "Bill." Subjects then completed a 35-item questionnaire that addressed "Bill's" future behaviors and affective responses. On average, subjects believed "Bill" would (a) respond to failure by improving his performance, increasing his effort expenditure, and selecting more effective practice strategies and (b) receive support from his band director and peers in the future. There were no significant goal structure main effects or goal structure x attribution interactions. The most constructive responses occurred, however, when failure was attributed to the use of inappropriate strategies or insufficient effort, rather than lack of ability. Implications for music teachers are discussed.
@misc{
title = {Motivation after Failure in School Music Performance Classes: The Facilitative Effects of Strategy Attributions},
type = {misc},
year = {1992},
source = {Bulletin of the Council for Research in Music Education},
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abstract = {Socio-cognitive perspectives on motivation have helped to advance our understanding of how and why students are motivated to learn. The third session of the Ann Arbor Symposium, held in 1982, provided a platform for applying motivation theory and research to music teaching and learning. Unfortunately, little research within the past decade has systematically examined motivation within music contexts. The purpose of this study was to investigate the effects of failure attribution feedback (ability, effort, strategy) and classroom goal structure (competitive, individualistic-standards, individualistic-progress) on motivational response and decision making. One hundred and seven instrumental music students in grades 5-8 were randomly assigned to one of nine treatment conditions (goal structure x attribution) and presented with a scenario describing the failure experience of a fictitious band student named "Bill." Subjects then completed a 35-item questionnaire that addressed "Bill's" future behaviors and affective responses. On average, subjects believed "Bill" would (a) respond to failure by improving his performance, increasing his effort expenditure, and selecting more effective practice strategies and (b) receive support from his band director and peers in the future. There were no significant goal structure main effects or goal structure x attribution interactions. The most constructive responses occurred, however, when failure was attributed to the use of inappropriate strategies or insufficient effort, rather than lack of ability. Implications for music teachers are discussed.},
bibtype = {misc},
author = {Austin, James R. and Vispoel, Walter P.}
}
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