Intrinsic-Mastery Motivation in Instrumental Music: Extension of a Higher Order Construct

• Autores: Charles P. Schmidt
• Localización: Bulletin of the Council for Research in Music Education, ISSN 0010-9894, Nº 173, 2007, págs. 7-24
• Idioma: inglés
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• Resumen

  • The study investigated intrinsic-mastery and cooperative orientations, commitment to band, self-efficacy, group efficacy, and entity-incremental theory in relation to a hypothesized higher-order factor of motivation. First- and second-order factors were also examined as a function of students' demographic and music experience variables. Participants (N=456) were Grade 6-12 students. Internal reliability for each of the six motivation variables was high (a >.86). Results indicated the sample held an incremental view of musical ability and had high means for self-efficacy, group efficacy, commitment to band, intrinsic-mastery, and cooperative orientations. Correlations among all motivation and efficacy variables were significant (p<.0001). Confirmatory factor analysis indicated an acceptable fit for the higher-order model, which defined a broad intrinsic-mastery factor. The factor explained 60.3% of the total variance. First- and higher-order factor scores were significantly correlated with practice time, but were not significantly correlated with students' grade level, sex, instrument, or private lesson experience.