Grounded in a hierarchical model of intrinsic and extrinsic motivation (HMIEM), the primary aim of this study was to test a full motivational sequence at the contextual level in a high school ensemble setting (Social-Contextual Factors → Psychological Needs → Motivation → Consequences). I specifically examined the relationships between multifaceted variables within this sequence, including teacher-created social contexts, psychosocial needs, types of motivation, and consequences. A secondary purpose of this study was to determine whether gender would impact the results of the sequence of motivational processes. Structural equation modeling analysis with a sample of 425 high school ensemble students revealed that social-contextual factors provided by the teachers were related to satisfaction of fundamental autonomy, competence, and relatedness needs, which in turn influenced intrinsic motivation, positive motivational outcomes, and persistence in musical activities. The multistep invariance analysis also revealed the model to be invariant for males and females. The results of the study supported the HMIEM and validated the application of the motivational sequence in the context of music education.
AjzenI. (2015). The theory of planned behaviour is alive and well, and not ready to retire: A commentary on Sniehotta, Presseau, and Araújo-Soares. Health Psychology Review, 9(2), 131–137. https://doi.org/10.1080/17437199.2014.883474
2.
ArthurJ. R. (2002). Experienced teachers’ use of time in choral rehearsals of beginning and advanced choirs (UMI No. 3109261) [Doctoral dissertation]. ProQuest Dissertations and Theses.
3.
BaileyL. W. (2006). A study of motivation and self-regulation among high school instrumental music students (UMI No. 3216029) [Doctoral dissertation]. ProQuest Dissertations and Theses.
4.
Bonneville-RoussyA.EvansP.Verner-FilionJ.VallerandR. J.BouffardT. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48(1), 28–42. https://doi.org/10.1016/j.cedpsych.2016.08.003
5.
ChenB.VansteenkisteM.BeyersW.BooneL.DeciE.Van der Kaap-DeederJ. V.DuriezB.LensW.MatosL.MouratidisA.RyanR. M.SheldonK. M.SoennensB.Van PetegemS.VerstuyfJ. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. https://doi.org/10.1007/s11031-014-9450-1
6.
CheungG. W.RensvoldR. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
7.
ClementsA. C. (2002). The importance of selected variables in predicting student participation in junior high choir (UMI No. 3062930) [Doctoral dissertation]. ProQuest Dissertations and Theses.
8.
ComptonK. R. (2015). An investigation of the effectiveness of cooperative learning as a rehearsal technique for improving high school band performance (UMI No. 3691863) [Doctoral dissertation]. ProQuest Dissertations and Theses.
9.
Costa-GiomiE.FlowersP. J.SasakiW. (2005). Piano lessons of beginning students who persist or drop out: Teacher behavior, student behavior, and lesson progress. Journal of Research in Music Education, 53(3), 234–247. https://doi.org/10.1177/002242940505300305
10.
CroweD. R. (2015). Retention of college students and freshman-year music ensemble participation. Journal of College Student Retention: Research, Theory & Practice, 17(3), 373–380. https://doi.org/10.1177/152102511557918
11.
DagazM. C. (2012). Learning from the band: Trust, acceptance, and self-confidence. Journal of Contemporary Ethnography, 41(4), 432–461. https://doi.org/10.1177/0891241612447813
12.
DeciE.RyanR. (2017) Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
13.
DemorestS. M.PfordresherP.KellyJ. (2014, April). School music participation: Exploring the role students’ self-concept and singing ability [Paper presentation]. Music Research and Teacher Education Conference, St. Louis, MO, United States.
14.
Dill BruengerS. (2009). School-wide goal environment and continuing motivation in music. Update: Applications of Research in Music Education, 27(2), 3–11. https://doi.org/10.1177/8755123308330043
15.
EbbeckV.WeissM. R. (1988). The arousal-performance relationship: Task characteristics and performance measures in track and field athletics. Sport Psychologist, 2(1), 13–27. https://doi.org/10.1123/tsp.2.1.13
16.
ElpusK. (2014). Evaluating the effect of No Child Left Behind on US music course enrollments. Journal of Research in Music Education, 62(3), 215–233. https://doi.org/10.1177/0022429414530759
17.
ElpusK.AbrilC. R. (2011). High school music ensemble students in the United States: A demographic profile. Journal of Research in Music Education, 59(2), 128–145. https://doi.org/10.1177/0022429411405207
18.
EvansP.LiuM. Y. (2019). Psychological needs and motivational outcomes in a high school orchestra program. Journal of Research in Music Education, 67(1), 83–105. https://doi.org/10.1177/0022429418812769
19.
FreerE.EvansP. (2018). Psychological needs satisfaction and value in students’ intentions to study music in high school, Psychology of Music, 46(6), 881–895. https://doi.org/10.1177/0305735617731613
20.
FreerE.EvansP. (2019). Choosing to study music in high school: Teacher support, psychological needs satisfaction, and elective music intentions. Psychology of Music, 47(6), 781–799. https://doi.org/10.1348/000709910X487023
21.
FreerP. K. (2008). Teacher instructional language and student experience in middle school choral rehearsals. Music Education Research, 10(1), 107–124. https://doi.org/10.1080/14613800701871538
22.
GoudasM.BiddleS.FoxK. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453–463. https://doi.org/10.1111/j.2044-8279.1994.tb01116.x
23.
GråsténA.WattA. (2017). A motivational model of physical education and links to enjoyment, knowledge, performance, total physical activity and body mass index. Journal of Sports Science & Medicine, 16(3), 318–327. http://onlinelibrary.wiley.com/doi/10.1111/josh.1222
24.
GravesB. K. (2019). Belonging in band: Relatedness support, relatedness satisfaction, prosocial behavior, and music practice in high school band (UMI No. 13813988) [Doctoral dissertation]. ProQuest Dissertations and Theses.
25.
HayesW. F. (2004). Retention of 8th-grade band students during the transition of high school (UMI No.1422848) [Doctoral dissertation]. ProQuest Dissertations and Theses.
26.
HewittA.AllanA. (2013). Advanced youth music ensembles: Experiences of, and reasons for, participation. International Journal of Music Education, 31(3), 257–275. https://doi.org/10.1177/0255761411434494
27.
HuL. T.BentlerP. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
28.
HullemanC. S.DurikA. M.SchweigertS. B.HarackiewiczJ. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100(2), 398–416. https://doi.org/10.1037/0022-0663.100.2.398
29.
KinneyD. W. (2010). Selected nonmusic predictors of urban students’ decisions to enroll and persist in middle school band programs. Journal of Research in Music Education, 57(4), 334–350. https://doi.org/10.1177/0022429409350086
30.
KoestnerR.LosierG. F. (2002). Distinguishing three ways of being highly motivated: A closer look at introjection, identification, and intrinsic motivation. In DeciE. L.RyanR. M. (Eds.), Handbook of self-determination research (pp. 101–121). University of Rochester Press.
31.
LegutkiA. R. (2010). Self-determined music participation: The role of psychological needs satisfaction, intrinsic motivation, and self-regulation in the high school band experience(UMI No.3452091) [Doctoral dissertation]. ProQuest Dissertations and Theses.
32.
LiuM. Y. (2016). Psychological needs and music engagement intentions: A self-determination theoretical perspective on the motivation to continue in music (UMI No.10191080) [Doctoral dissertation]. ProQuest Dissertations and Theses.
33.
LucasM. (2011). Adolescent male attitudes about singing in choir. Update: Applications of Research in Music Education, 30(1), 46–53. https://doi.org/10.1177/8755123311418623
34.
MacIntyrePeter D.BenSchnareJessicaRoss (2018). Self-determination theory and motivation for music. Psychology of Music46(5), 669–715, . https://doi.org/0305735617721637
35.
MarklandD.TobinV. J. (2010). Need support and behavioural regulations for exercise among exercise referral scheme clients: The mediating role of psychological need satisfaction. Psychology of Sport and Exercise, 11(2), 91–99. https://doi.org/10.1016/j.psychsport.2009.07.001
36.
MarshH. W.BallaJ. R.McDonaldR. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological bulletin, 103(3), 391. https://doi.org/10.1007/BF01102761
37.
McPhersonG. E.OsborneM. S.BarrettM. S.DavidsonJ. W.FaulknerR. (2015). Motivation to study music in Australian schools: The impact of music learning, gender, and socio-economic status. Research Studies in Music Education, 37(2), 141–160. https://doi.org/10.1177/1321103X15600914.
38.
ModerJ. (2018). Factors influencing non-music majors’ decisions to participate in collegiate bands. Journal of Band Research, 54(1), 1–69.
39.
NgC. H. C.HartwigK. (2011). Teachers’ perceptions of declining participation in school music. Research Studies in Music Education, 33(2), 123–142. https://doi.org/10.1177/1321103X11423598
40.
NtoumanisN. (2005). A prospective study of participation in optional school physical education using a self-determination theory. Journal of Educational Psychology, 97(3), 444–463. https://doi.org/10.1037/0022-0663.97.3.444
41.
NtoumanisN.StandageM. (2009). Motivation in physical education classes: A self-determination theory perspective. School Field, 7(2), 194–202. https://doi.org/10.1177/1477878509104324
42.
OmmundsenY.LemyreP. N.AbrahamsenF.RobertsG. C. (2010). Motivational climate, need satisfaction, regulation of motivation and subjective vitality: A study of young soccer players. International Journal of Sport Psychology, 41(3), 216–242. https://doi.org/ 10.1037/e548052012-35
43.
OpdenakkerM. C.MaulanaR.den BrokP. (2012). Teacher–student interpersonal relationships and academic motivation within one school year: Developmental changes and linkage. School Effectiveness and School Improvement, 23(1), 95–119. https://doi.org/10.1080/09243453.2011
44.
ParkerE. C. (2010). Exploring student experiences of belonging within an urban high school choral ensemble: An action research study. Music Education Research, 12(4), 339–352. https://doi.org/10.1080/14613808.2010.519379
45.
PelletierL. G.FortierM. S.VallerandR. J.BriereN. M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25(4), 279–06. https://doi.org/10.1023/A:1014805132406
46.
PopeJ. P.WilsonP. M. (2012). Understanding motivational processes in university rugby players: A preliminary test of the hierarchical model of intrinsic and extrinsic motivation at the contextual level. International Journal of Sports Science & Coaching, 7(1), 89–107. https://doi.org/10.1260/1747-9541.7.1.89
47.
RoordaD. L.KoomenH. M.SpiltJ. L.OortF. J. (2011). The influence of affective teacher -student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493–529. https://doi.org/10.3102/0034654311421793
48.
RouseP. C.DudaJ. L.NtoumanisN.JollyK.WilliamsG. C. (2016). The development and validation of the interpersonal support in physical activity consultations observational tool. European Journal of Sport Science, 16(1), 106–114. https://doi.org/10.1080/17461391.2014.987320
49.
SchiefeleU.SchaffnerE. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Contemporary Educational Psychology, 42(1), 159–171. https://doi.org/10.1016/j.cedpsych.2015.06.005
50.
SchmidtC. P. (2005). Relations among motivation, performance achievement, and music experience variables in secondary instrumental music students. Journal of Research in Music Education, 53(2), 134–147. https://doi.org/0.2307/3345514
51.
SheehanR. B.HerringM. P.CampbellM. J. (2018). Associations between motivation and mental health in sport: A test of the hierarchical model of intrinsic and extrinsic motivation. Frontiers in Psychology, 9(1), 707–718. https://doi.org/10.3389/fpsyg.2018.00707
52.
SichivitsaV. O. (2007). The influences of parents, teachers, peers and other factors on students’ motivation in music. Research Studies in Music Education, 29(1), 55–68. https://doi.org/10.1177/1321103X07087568
53.
StewartJ. (2005). Factors related to students’ decisions to continue in band. Contributions to Music Education, 32(1), 59–74. https://www.jstor.org/stable/24127236
54.
StornesT.BruE.IdsoeT. (2008). Classroom social structure and motivational climates: On the influence of teachers’ involvement, teachers’ autonomy support and regulation in relation to motivational climates in school classrooms. Scandinavian Journal of Educational Research, 52(3), 315–329. https://doi.org/10.1080/00313830802025124
55.
TaylorI. M.NtoumanisN. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99(4), 747–760. https://doi.org/10.1037/0022-0663.99.4.747
56.
TessierD.SarrazinP.NtoumanisN. (2010). The effect of an intervention to improve newly qualified teachers’ interpersonal style, students’ motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology, 35(4), 242–253. https://doi.org/10.1016/j.cedpsych.2010.05.005
57.
VallerandR. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29(1), 271–360. https://doi.org/10.1016/S0065-2601(08)60019-2
58.
VallerandR. J. (2012). From motivation to passion: In search of the motivational processes involved in a meaningful life. Canadian Psychology, 53(1), 42–52. https://doi.org/10.1037/a0026377
59.
Van den BergheL.VansteenkisteM.CardonG.KirkD.HaerensL. (2014). Research on self-determination in physical education: Key findings and proposals for future research. Physical Education and Sport Pedagogy, 19(1), 97–121. https://doi.org/10.1080/17408989.2012.732563
60.
WaymireM. D. (2011). Behavioral analysis of directors of high-performing versus low-performing high school bands (UMI No. 3479034) [Doctoral dissertation]. ProQuest Dissertations and Theses.
61.
WhitenerJ. L. (2016). Using the elements of cooperative learning in school band classes in the United States. International Journal of Music Education, 34(2), 219–233. https://doi.org/10.1177/0255761414541865
62.
YoonM.LaiM. H. (2018). Testing factorial invariance with unbalanced samples. Structural Equation Modeling: A Multidisciplinary Journal, 25(2), 201–213. https://doi.org/10.1080/10705511.2017.1387859
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
