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|Title:||The relationship between children's understanding of musical ability and their motivation, perceived ability and achievement in general music class|
|Author(s):||Ritcher, Gary Kipp|
|Doctoral Committee Chair(s):||Colwell, Richard J.|
|Department / Program:||Music|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||Children's understanding of ability and its relationship to effort was examined, and characteristics believed to be related to the level of their understanding were described. Two stratified random samples were drawn from among fourth, fifth and sixth grade students at three elementary schools in a metropolitan school district. A critical exploration interview developed by Nicholls (1978) was used to classify the subjects in sample 2 (n = 36) as to the level of their reasoning about intellectual ability (immature, transitional, mature). Subjects in sample 1 (n = 108) were classified in the same manner as to the level of their reasoning about musical ability using the investigator's adaptation of Nicholls' interview.
Reasoning about musical and intellectual ability appeared similar. For subjects receiving both interviews (n = 17) level of reasoning about musical ability was significantly related to level of reasoning about intellectual ability (p $<$.05). The level of reasoning increased across grade levels for both measures. No significant gender differences were noted for either measure.
Subjects in sample 1 also received measures of musical achievement, perceived ability and motivation. The relationship between the measures of perceived ability and motivation was stronger for mature subjects than for immature subjects. This finding is consistent with the view that perceived ability becomes more "relevant" to motivation as individuals attain the mature level and begin to think of ability as capacity.
Immature subjects were more positive in their attitude toward both general music and recorder playing than mature subjects, as expected, but mature subjects were rated higher in effort by their music teachers. Immature subjects were less accurate in their perceived ability than mature subjects and lower in achievement. Transitional subjects, rather than being ranked intermediate, were the least accurate group in their perceived ability and the most positive in their attitude.
Level of reasoning about musical ability contributed significantly to a multiple regression equation computed on attitude scores even when entered in the equation after grade level. Thus, the relationship between level of reasoning and attitude cannot be explained entirely in terms of simple maturation.
|Rights Information:||Copyright 1989 Ritcher, Gary Kipp|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI8924928|
This item appears in the following Collection(s)
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois
Dissertations and Theses [Graduate College] - Music