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The Influence of Socioeconomic Status, Parents, Peers, Psychological Needs, and Task Values on Middle School Student Motivation for School Ensemble Participation
Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), San Diego Convention Center, Exhibit Hall BAbstract
A sample of seventh- and eighth-grade instrumental music students in a large, highly-diverse school district in the Southeastern United States (n = 42) responded to items regarding socioeconomic status, peer influence, parent influence, needs satisfaction (i.e. autonomy, competence, and relatedness), task values (i.e., interest, utility, attainment, and cost), and elective intentions. . Elective intentions were positively predicted by task values (𝛽 = .72) and socioeconomic status (𝛽 = .29), and negatively predicted by needs satisfaction (𝛽 = -.27). Task values were predicted by needs satisfaction (𝛽 = .46), parent influence (𝛽 = .23), and peer influence (𝛽 = .27). Needs satisfaction was predicted by parent influence alone (𝛽 = .53). Implications for music educators are discussed.