Check the Boxes: Elementary Instrumental Music Students’ Motivation for Independent Practice

• In Event: Students' and Teachers' Experiences in Music Education

Abstract

The purpose of this study was to investigate the impact of choice-driven, moderate difficulty independent music practice assignments on elementary instrumental students’ motivation, engagement, and task orientation. To address aspects of a) student autonomy, b) perceptions of task difficulty, and c) task orientation within this study, I drew upon Deci & Ryan’s (1985) self-determination theory as well as aspects of goal orientation (Dweck & Elliot, 1983). Research questions included inquiries about the status of elementary students’ goal orientation and motivation for independent practice as well as the impact of choice-driven, moderate difficulty tasks on student engagement.

Author

• Stephanie Prichard, University of Maryland