Students’ motivation to study music: Israel

2010 ◽  
Vol 32 (2) ◽  
pp. 169-184 ◽  
Author(s):  
Adena Portowitz ◽  
Patricia A. González-Moreno ◽  
Karin S. Hendricks
Keyword(s):  
High School ◽  
Task Difficulty ◽  
Music Participation ◽  
Art And Science ◽  
Expectancy Value ◽  
School Study ◽  
School Subjects ◽  
Competence Beliefs ◽  
Youth Population ◽  
Upper Level

As a part of a larger international mapping exercise to examine students’ motivation to study music as compared to other school subjects, this article reports data drawn from a sample of 2257 Israeli students (primary to high school). Questionnaires were based on the expectancy-value theoretical framework by examining students’ perceptions of values, competence and task difficulty. Mixed-design ANOVAs were used to examine differences in students’ motivational beliefs across school levels, between music and non-music learners, and between girls and boys. Results of the analyses showed two major issues distinctive from the comparison of the eight-country analyses: (a) the lowest perceptions of task values and competence beliefs for any country among non-music learners in the upper level grades, and (b) a significant developmental increase in task difficulty for music as compared to other school subjects. In addition, the results of the Israeli data revealed that music learners attached higher values to music, art and science than non-music learners, and expressed significantly lower perceptions of difficulty for music, art and science than non-music learners. Furthermore, while music was one of the lowest-ranked subjects for in-school study, it was one of the highest-ranked subjects for out-of-school study. This suggests that music participation itself is not lacking in motivation or interest among students in Israel, but that the school system is not presently providing for the musical needs and interest of much of its youth population, in upper-level grades (middle and high school).

Students’ motivation to study music: The Mexican context

2010 ◽  
Vol 32 (2) ◽  
pp. 185-199 ◽  
Author(s):  
Patricia A. González-Moreno
Keyword(s):  
Task Difficulty ◽  
School Systems ◽  
Mixed Design ◽  
Expectancy Value ◽  
Motivational Constructs ◽  
School Subjects ◽  
Competence Beliefs ◽  
Low Expectations ◽  
School Music ◽  
Mapping Exercise

This article reports the Mexican component of an international mapping exercise that examined students’ motivation to study music as compared to other school subjects, taking into consideration the particular context of each country. Based on an expectancy-value theoretical framework, questionnaires were used to examine students’ competence beliefs, values, and perceptions of task difficulty. A sample of 3613 students (grades 4—12) was drawn from three different school systems: state, federal and private. Mixed-design ANOVAs were used to examine students’ cumulative mean ratings of the motivational constructs, in order to determine differences across school levels and systems. Results of the study suggest students held low perceptions of the value of school music and low expectations for success in learning music across the three surveyed school systems and levels of schooling. However, students who were learning music showed more positive motivation not only in music but in all the other school subjects.

Students’ motivation to study music as compared to other school subjects: A comparison of eight countries

2010 ◽  
Vol 32 (2) ◽  
pp. 101-137 ◽  
Author(s):  
Gary E. McPherson ◽  
Susan A. O'Neill
Keyword(s):  
Physical Education ◽  
Task Difficulty ◽  
Mother Tongue ◽  
School Grade ◽  
School Subject ◽  
Grade Levels ◽  
School Subjects ◽  
Beliefs And Values ◽  
Wide Range ◽  
Competence Beliefs

This study draws on an expectancy-value theoretical framework to examine the motivation (competence beliefs, values and task difficulty) of 24,143 students (11,909 females and 10,066 males, aged 9 to 21 years) from eight countries (Brazil n = 1848; China n = 3049; Finland n = 1654; Hong Kong n = 6179; Israel n = 2257; Korea n = 2671; Mexico n = 3613; USA n = 3072). Music was studied in comparison to five other school subjects (art, mother tongue, physical education, mathematics, science) across three school grade levels that included the key transition from elementary to secondary school. Results indicated that music as a school subject was valued less and received lower task difficulty ratings than other school subjects with the exception of art. Students reported higher competence beliefs for physical education and mother tongue compared to music and lower competence beliefs for mathematics and art. There was an overall decline in students’ competence beliefs and values across the school grade levels for all countries except Brazil. Females reported higher competence beliefs and values and lower task difficulty ratings for music, art and mother tongue than males. Males reported higher competence beliefs and lower task difficulty ratings for physical education and mathematics. There were no gender differences for values in mathematics. Music learners reported higher competence beliefs and values and lower task difficulty across school subjects than non-music learners. Secondary analyses were used to further explore differences within each of the eight countries. Findings suggest that once students have experienced learning to play an instrument or voice, they become more motivated towards other school subjects. Implications of the findings suggest that advocacy aimed at increasing the values that students attach to music as a school subject may encourage more students to become music learners across a wide range of countries.

On My Mind: “Algebra for All”—Increasing Students' Access to Algebraic Ideas, Not Just Algebra Courses

1997 ◽  
Vol 2 (4) ◽  
pp. 204-207
Author(s):  
Edward A. Silver
Keyword(s):  
High School ◽  
High School Graduates ◽  
Remedial Mathematics ◽  
Poor Performance ◽  
National Assessment ◽  
Algebra For All ◽  
School Study ◽  
School Subjects ◽  
Crucial Component ◽  
American Students

Algebra has long been viewed as being a crucial component of American students' mathematics education. In fact, it has been called a “gatekeeper” because the successful completion of an algebra course is a prerequisite not only to further study in mathematics and other school subjects but also to many jobs and later opportunities. Because of the perceived importance of algebra, most American students, who complete high school, study algebra for two years. Nevertheless, the poor performance of twelfthgrade students on many algebra related tasks on the National Assessment of Educational Progress (NAEP) suggests that enrollment in these courses does not ensure that students acquire mastery of fundamental algebraic ideas (Mullis et al. 1991). Moreover, a lack of algebraic competence among even fairly successful high school graduates is evinced by the large number of remedial mathematics courses offered by the nation's colleges.

Students’ motivation in studying music: The Hong Kong context

2010 ◽  
Vol 32 (2) ◽  
pp. 155-168 ◽  
Author(s):  
Bo Wah Leung ◽  
Gary E. McPherson
Keyword(s):  
Hong Kong ◽  
Secondary Students ◽  
Task Difficulty ◽  
International Study ◽  
School Curriculum ◽  
Creative Industries ◽  
School Subjects ◽  
Beliefs And Values ◽  
Competence Beliefs ◽  
Hong Kong Students

Studying music in schools has not been regarded to be important for Hong Kong students and parents. Similar to many other countries and regions, music is marginalized in the school curriculum. However, facing the 21st century, the Hong Kong government regards arts education to be an important contribution to the creative industries. The motivation of students in learning music thus becomes more critical. This article reports data drawn from an international study that examined students’ motivation to study music as compared to other school subjects across the school grades. A total of 4495 students from 23 primary and 20 secondary schools participated in a survey. Results indicate a significant decline in competence beliefs and values ( p < .001) and a significant increase in task difficulty for music and other school subjects across the school levels. Compared with Chinese, mathematics, visual arts and physical education (PE), music was ranked rather low in terms of competence beliefs and values, and task difficulty. In addition, there is a trend towards many secondary students learning instruments outside schools. Results may be attributed to a range of factors including a utilitarian view of education held by parents and students and the overall business-oriented atmosphere of the society, in that people focus on financial success rather than a holistic human development.

Orosensory Perception, Speech Production, and Deafness

1973 ◽  
Vol 16 (2) ◽  
pp. 257-266 ◽  
Author(s):  
Milo E. Bishop ◽  
Robert L. Ringel ◽  
Arthur S. House
Keyword(s):  
High School ◽  
Speech Production ◽  
Poor Performance ◽  
Normal Hearing ◽  
The Other ◽  
Functional Disorders ◽  
Form Discrimination ◽  
School Subjects ◽  
Oral Form ◽  
Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

Gender Non-traditional High School Study: Reasons for Choice and Evaluation of Experience

2017 ◽  
Vol 7 (3) ◽  
pp. 46-66
Author(s):  
Irena Smetáčková ◽  
Petr Pavlík
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Secondary School ◽  
Thematic Analysis ◽  
Peer Groups ◽  
Male Students ◽  
School Program ◽  
School Study ◽  
Qualitative Thematic Analysis ◽  
Opposite Sex

Career choices of most pupils at the end of the primary school conform to gender norms. Only a few of them continue to study in a field traditionally considered appropriate for the opposite sex. The qualitative study presented here maps the reasons for such choices based on a sample of 25 female and 31 male students who study gender-atypical secondary school program for one to three years. The data were collected using a questionnaire with open-ended items and analysed using the qualitative thematic analysis. The results revealed that the reasons for school choices of boys and girls differ to certain extent. Their situation also differs with respect to the support they receive from their close ones and the acceptance by their classmates. The parents of girls disapproved of their choices more often than the parents of boys. Girls were also ridiculed more frequently by their peer groups.

scholarly journals Book Review: American Indian Culture: From Counting Coup to Wampum

2016 ◽  
Vol 55 (4) ◽  
pp. 323
Author(s):  
Madeline Veitch
Keyword(s):  
High School ◽  
Native American ◽  
High School Students ◽  
American Indian ◽  
Field Of Study ◽  
School Students ◽  
Indian Culture ◽  
Selective Approach ◽  
Upper Level

In his preface to American Indian Culture, Editor Bruce E. Johansen outlines a highly selective approach to documenting historical and contemporary expressions of Native American cultures. Aimed at upper level-high school students and college undergraduates, this work is framed not as an encyclopedic resource but as “an introduction to a large and rich field of study” focused on “the interface of tradition and change” across cultural expressions such as art, literature, music, and dance (xiii).

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