TY - JOUR
T1 - Motivation orientations, academic achievement, and career goals of undergraduate music education majors
AU - Schmidt, Charles P.
AU - Zdzinski, Stephen F.
AU - Ballard, Dennis L.
PY - 2006
Y1 - 2006
N2 - This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions addressed (a) relations among motivation and self-concept variables and their underlying factors, and (b) relations between the motivation and selfconcept variables and academic achievement, class level, sex, and immediate and long-term career goals. Participants were 148 undergraduate music education majors from three American universities. A survey was administered to measure the motivation constructs and to gather information concerning academic achievement, demographic variables, and career goals. Of the subjects surveyed, 69.4% reported public school teaching as an immediate career goal, and 49.3% reported it as a long-term goal. Significantly greater numbers of women (62. 7%) than men (37.3%) indicated public school teaching as the long-term goal. Means for self-concept in music differed by university, while means for motivation and frequencies for career goals did not. Factor analysis revealed five factors: Competitive/Ego, Achieve Success/Avoid Failure, Cooperative vs. Individual, Intrinsic/Mastery, and Personal Development Competition. Significant but low correlations were found between Personal Development Competition and class level. Motivation and self-concept variables were not correlated with academic achievement variables and generally did not differ by sex or class level. Differences in motivation and musical self-concept by immediate and long-term career goal categories were nonsignificant.
AB - This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions addressed (a) relations among motivation and self-concept variables and their underlying factors, and (b) relations between the motivation and selfconcept variables and academic achievement, class level, sex, and immediate and long-term career goals. Participants were 148 undergraduate music education majors from three American universities. A survey was administered to measure the motivation constructs and to gather information concerning academic achievement, demographic variables, and career goals. Of the subjects surveyed, 69.4% reported public school teaching as an immediate career goal, and 49.3% reported it as a long-term goal. Significantly greater numbers of women (62. 7%) than men (37.3%) indicated public school teaching as the long-term goal. Means for self-concept in music differed by university, while means for motivation and frequencies for career goals did not. Factor analysis revealed five factors: Competitive/Ego, Achieve Success/Avoid Failure, Cooperative vs. Individual, Intrinsic/Mastery, and Personal Development Competition. Significant but low correlations were found between Personal Development Competition and class level. Motivation and self-concept variables were not correlated with academic achievement variables and generally did not differ by sex or class level. Differences in motivation and musical self-concept by immediate and long-term career goal categories were nonsignificant.
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U2 - 10.1177/002242940605400205
DO - 10.1177/002242940605400205
M3 - Article
AN - SCOPUS:60949596581
VL - 54
SP - 138
EP - 153
JO - Journal of Research in Music Education
JF - Journal of Research in Music Education
SN - 0022-4294
IS - 2
ER -