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Abstract

The purposes of this study were to examine factors that motivate middle school band students to practice their instrument and to validate a researcher-modified survey instrument for use with middle school music students, using self-determination theory as a theoretical lens. Fifth (10–11 years old, n = 444) and eighth grade (13–14 years old, n = 352) band students from the state of Ohio, United States’ public school districts completed a researcher-modified questionnaire that was used to collect data to determine (a) students’ levels of self-determination for practicing their instrument, (b) the relationship between students’ self-determination for practicing their instrument and the number of years they have played their instrument, (c) the relationship between students’ self-determination for practicing their instrument and the amount of time they reported practicing their instrument per week, and (d) the effect of grade level, gender, instrument choice, and private lesson study on the students’ self-determination for practicing their instrument. Positive significant relationships (p < .05) were found between middle school band student participants’ motivation to practice and (a) their years of experience playing their instrument, and (b) the amount of time spent practicing. Significant differences were also found for the variables (a) grade level for six of the seven self-determination subscales, (b) gender for two intrinsic and one extrinsic motivation subscales, (c) instrument for one intrinsic, two extrinsic, and the amotivation subscales, and (d) private lesson study for one intrinsic motivation and the amotivation subscales.

Keywords

band middle school motivation music practice self-determination theory

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Middle school band students’ self-determination to practice

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