Self-Determination Theory for Motivation in Distance Music Education

2021 ◽  
pp. 105708372110622
Author(s):  
Musbah Shaheen
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Self Determination ◽  
Practical Skills ◽  
Online Music ◽  
Teaching Music

Many researchers have discussed the feasibility of teaching and learning practical skills, such as playing a musical instrument, through distance education. One of the central issues considered in music education is that of motivation, leading educators to wonder how students might remain motivated when learning music at a distance. In this article, I use self-determination theory (SDT) as a lens for examining existing literature on distance music education to identify elements of learning environments that may contribute to, or detract from, the fulfillment of students’ psychological needs. I oriented my reading of the literature toward offering insights on the nature of motivation in online music education and providing educators with tools informed by SDT to maintain and nurture motivation when teaching music online.

MOTIVATION IN LEARNING MUSICAL INSTRUMENT IN THE CONTEXT OF SELF-DETERMINATION THEORY

2018 ◽  
Vol 28 (3) ◽  
pp. 1063-1067
Author(s):  
Anastas Mihaylov
Keyword(s):  
Music Education ◽  
Extrinsic Motivation ◽  
Theoretical Foundation ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Future Research ◽  
Human Motivation

The relation between motivation and education is a subject of numerous different researches. In spite of that there is a lack of overall concept giving a solid theoretical foundation for building motivation of learning musical instrument. The aim of the article is to fill the gap presenting an overview of a Self-determination theory (SDT) as an approach to building a stable motivation in music education. As a contemporary macro theory of motivation SDT examines the nature and sources of human motivation. Article describes the key components of the theory- notion of basic psychological needs, the concept of intrinsic and extrinsic motivation. Relation of motivation with autonomy, competence and relatedness is also discussed. The study puts accent on transformation of the extrinsic into intrinsic motivation, the stages of that process and the application of Self-determination theory in musical education. Results are presented as the basis for future research in the field focusing on perspectives for creating a model for building a stable motivation of learning musical instrument.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

Large-scale school reform as viewed from the self-determination theory perspective

2009 ◽  
Vol 7 (2) ◽  
pp. 244-252 ◽  
Author(s):  
Edward L. Deci
Keyword(s):  
School Reform ◽  
Teaching And Learning ◽  
Large Scale ◽  
School Personnel ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Successful School

Successful school reform requires that administrators, teachers, and students internalize the value of improved teaching and learning and of the policies, structures, procedures, and behaviors implicit in the reform. This is most likely to happen when school personnel and students experience satisfaction of their basic psychological needs for autonomy, competence, and relatedness while planning and implementing the reform. When the components of a reform are relatively flexible rather than rigid and when the processes through which the reform is introduced and implemented are autonomy supportive, people will experience greater need satisfaction and will be more likely to internalize and endorse the reform. This article focuses on one approach to comprehensive school reform, namely, First Things First, and examines it in terms of self-determination theory principles.

Psychological needs satisfaction and value in students’ intentions to study music in high school

2017 ◽  
Vol 46 (6) ◽  
pp. 881-895 ◽  
Author(s):  
Elisabeth Freer ◽  
Paul Evans
Keyword(s):  
High School ◽  
Music Education ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Music Students ◽  
Considerable Proportion ◽  
Needs Satisfaction

A major issue concerning music educators is declining participation in music over the school years. This study aimed to explain why students choose to study music at school. The theoretical lens of self-determination theory was used to examine how the satisfaction of basic psychological needs might lead to students valuing music and choosing to study it at school. Participants were 204 male students in an Australian high school. A structural equation model was evaluated, with elective intentions predicted by value, psychological needs satisfaction, and instrumental experience. The hypothesized model was supported and explained 65% of variance in elective intentions and 50% of variance in students’ valuing of music. Students with higher psychological needs satisfaction and value for music had stronger intentions to continue studying music. Psychological needs satisfaction explained a considerable proportion of why students valued music. Students with more experience learning an instrument were also more likely to choose music, but psychological needs satisfaction and value were far more influential. These findings extend existing research on Self-Determination Theory(SDT) in educational and music contexts, and suggest implications for teachers wishing to increase participation in school music education.

Self-Determination Theory and Children’s Singing Games In and Out of the Classroom: A Literature Review

2017 ◽  
Vol 36 (3) ◽  
pp. 12-19 ◽  
Author(s):  
J. Christopher Roberts
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Achievement Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Pedagogical Practices ◽  
Modes Of Transmission ◽  
Singing Games

In a bid to make formal music education experiences more relevant to children’s lives, teachers have sought to incorporate aspects of children’s informal learning practices into classroom settings. Singing games have a long history both in and out of school settings, and the recontextualization that occurs when brought into the music classroom typically leads to differences in issues such as player populations, modes of transmission, and pedagogical practices. This literature review examines the motivational impacts of these discrepancies, analyzing research on singing games through the lens of self-determination theory of achievement motivation. Self-determination theory posits that three basic psychological needs are essential for humans’ optional functioning—relatedness, competence, and autonomy. Each psychological need is defined, benefits are described, and distinctions are made between the ways that the need is met or thwarted in informal and formal settings during singing game play. Suggestions for music teachers are provided.

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 252-270
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

scholarly journals MODEL FOR BUILDING STABLE MOTIVATION FOR STUDING THE MUSICAL INSTRUMENT

2019 ◽  
Vol 31 (6) ◽  
pp. 1823-1826
Author(s):  
Anastas Mihaylov
Keyword(s):  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Musical Instrument ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Musical Instruments ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Intrinsic And Extrinsic Motivation

Studying the musical instrument is a longtime process aiming building technical and performing skills, cultivation of pupil’s musical taste and interest. But in the context of motivation it has a different aim- to influence on student’s motivation for achieving the above goals. There is a lack of the model which can help teachers to be aware of the process and have an influence on student’s motivation. This study strives to fill that gap presenting the model based on the Self Determination Theory for human’s motivation. The fundamental concepts of the theory are presented- basic psychological needs of autonomy, competence and relatedness, intrinsic and extrinsic motivation and their relation. On this basis the model for building stable motivation is suggested as an attempt to adapt the Self Determination Theory to the needs of studying the musical instrument. Some practical aspects of the model are presented. The model is applied among 7-14 years old pupils attending guitar course, but taking into account the age characteristics it might be successfully used with students and adults. We hope that this study can be useful for professionals teaching different musical instruments as well as to provoke the future research in that specific field.

Frustration and Violence in Mobile Video Games

2020 ◽  
Vol 79 (2) ◽  
pp. 63-70
Author(s):  
Petr Květon ◽  
Martin Jelínek
Keyword(s):  
Video Games ◽  
Video Game ◽  
Implicit Association Test ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mobile Video ◽  
Violent Content ◽  
Before And After

Abstract. This study tests two competing hypotheses, one based on the general aggression model (GAM), the other on the self-determination theory (SDT). GAM suggests that the crucial factor in video games leading to increased aggressiveness is their violent content; SDT contends that gaming is associated with aggression because of the frustration of basic psychological needs. We used a 2×2 between-subject experimental design with a sample of 128 undergraduates. We assigned each participant randomly to one experimental condition defined by a particular video game, using four mobile video games differing in the degree of violence and in the level of their frustration-invoking gameplay. Aggressiveness was measured using the implicit association test (IAT), administered before and after the playing of a video game. We found no evidence of an association between implicit aggressiveness and violent content or frustrating gameplay.

Sign in / Sign up

Export Citation Format

Share Document