A Motivational Sequence Model of High School Ensemble Students' Intentions to Continue Participating in Music

• In Event: 28.091 - Sheraton Roundtable Session Two - Grand Centre
  In Roundtable Session: 28.091-2 - Acquiring Musical Skill and Knowledge

Abstract

Grounded in the Hierarchical Model of Intrinsic and Extrinsic Motivation (HMIEM), the primary aim of this study was to test an extended version of Vallerand’s motivational sequence in a high school ensemble setting (Social-Contextual Factors → Psychological Needs → Motivation → Consequences → Intention to Persist). A secondary purpose was to determine whether the motivational sequence provides different results between male and female students. Structural equation modeling analysis with a sample of 428 high school ensemble students revealed that social-contextual factors provided by the teachers was related to student psychological needs, which in turn predicted intrinsic motivation, positive outcomes, and persistence in musical activities. The multistep invariance analysis also revealed the model to be invariant for males and females.

Author

• Hyesoo Yoo, Virginia Polytechnic Institute and State University