Asmus’s model of achievement motivation in music established a framework for the study of motivation in music education. Student perceptions of self were included in the model as a dynamic factor in student motivation to accomplish music learning tasks. Research has revealed further teacher influence on student motivation and perceptions of self since Asmus’s article. This article reviews literature on positive secondary instrumental music teacher influence on student motivation and perceptions of self. Research is organized around four practical areas of teacher influence: (a) word choice, (b) performance experiences, (c) intrinsic motivation, and (d) environments. Strategies for positive influence in these areas are then offered.
AmesC.AmesR. (1985). Introduction. In AmesC.AmesR. (Eds.), Research on motivation in education (pp. 1–9). Orlando, FL: Academic Press.
2.
AnguianoK. R. (2006). Motivational predictors of continuing motivation and achievement for early adolescent instrumental music students (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 3229641)
3.
ArnoldJ. A. (1997). A comparison of attributions for success and failure in instrumental music among sixth-, eighth-, and tenth-grade students. Update: Applications of Research in Music Education, 15(2), 19–23. doi:10.1177/875512339701500205
4.
AsmusE. P. (1986). Student beliefs about the causes of success and failure in music: A study of achievement motivation. Journal of Research in Music Education, 34, 262–278. doi:10.2307/3345260
5.
AsmusE. P. (1989). The effect of music teachers on students’ motivation to achieve in music. Canadian Journal of Research in Music Education, 30(1), 14–21.
6.
AsmusE. P. (1994). Motivation in music teaching and learning. Quarterly Journal of Music Teaching and Learning, 5(4), 5–32.
7.
AustinJ. R. (1988). The effect of music contest format on self-concept, motivation, achievement, and attitude of elementary band students. Journal of Research in Music Education, 36, 95–107. doi:10.2307/3345243
8.
AustinJ. R.VispoelW. P. (1992). Motivation after failure in school music performance classes: The facilitative effects of strategy attributions. Bulletin of the Council for Research in Music Education, 109, 1–23.
9.
BaileyL. W. (2006). A study of motivation and self-regulation among high school instrumental music students (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 3216029)
10.
BanduraA. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi:10.1037/0033-295X.84.2.191
11.
BanduraA. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147. doi:10.1037//0003-066x.37.2.122
12.
CogdillS. H. (2015). Applying research in motivation and learning to music education: What the experts say. Update: Applications of Research in Music Education, 33(2), 49–57. doi:10.1177/8755123314547909
13.
ColemanJ. S. (1966). Equality of educational opportunity. Washington, DC: Government Printing Office.
14.
DeciE. L.KoestnerR.RyanR. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668. doi:10.1037/0033-2909.125.6.627
15.
DeciE. L.NezlekJ.SheinmanL. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1–10. doi:10.1037/0022-3514.40.1.1
16.
EcclesJ. S.WigfieldA.FlanaganC. A.MillerC.ReumanD. A.YeeD. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283–310. doi:10.1111/j.1467-6494.1989.tb00484.x
17.
EriksonE. H. (1968). Identity: Youth and crisis. New York, NY: W. W. Norton.
18.
EvansP. (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19, 65–83. doi:10.1177/1029864914568044
19.
EvansP.McPhersonG. E. (2015). Identity and practice: The motivational benefits of a long-term musical identity. Psychology of Music, 43, 407–422. doi:10.1177/0305735613514471
20.
EvansP.McPhersonG. E.DavidsonJ. W. (2012). The role of psychological needs in ceasing music and music learning activities. Psychology of Music, 41, 600–619. doi:10.1177/0305735612441736
21.
GreenbergM. (1970). Musical achievement and the self-concept. Journal of Research in Music Education, 18, 57–64. doi:10.2307/3344358
22.
HeddenS. K. (1982). Prediction of music achievement in the elementary school. Journal of Research in Music Education, 30, 61–68. doi:10.2307/3344867
23.
HendricksK. S. (2014). Changes in self-efficacy beliefs over time: Contextual influences of gender, rank-based placement, and social support in a competitive orchestra environment. Psychology of Music, 42, 347–365. doi:10.1177/0305735612471238
24.
HoffmanA. R. (2012). Exclusion, engagement, and identity construction in a socioeconomically diverse middle school wind band classroom. Music Education Research, 14, 209–226. doi:10.1080/14613808.2012.685452
25.
KlinedinstR. E. (1991). Predicting performance achievement and retention of fifth-grade instrumental students. Journal of Research in Music Education, 39, 225–238. doi:10.2307/3344722
26.
LegetteR. M. (1998). Causal beliefs of public school students about success and failure in music. Journal of Research in Music Education, 46, 102–111. doi:10.2307/3345763
27.
MaehrM. L.PintrichP. R.LinnenbrinkE. A. (2002). Motivation and achievement. In ColwellR.RichardsonC. (Eds.), The new handbook of research on music teaching and learning (pp. 348–372). Oxford, England: Oxford University Press.
28.
MartinL. (2012). The musical self-efficacy beliefs of middle school band students: An investigation of sources, meanings, and relationships with attributions for success and failure. Bulletin of the Council for Research in Music Education, 191, 45–60. doi:10.5406/bulcouresmusedu.191.0045
29.
MikszaP. (2006). An exploratory investigation of self-regulation and motivational variables in the music practice of junior high band students. Contributions to Music Education, 33(2), 9–26.
30.
McCormickJ.McPhersonG. (2003). The role of self-efficacy in a musical performance examination: An exploratory structural equation analysis. Psychology of Music, 31, 37–51. doi:10.1177/0305735603031001322
31.
McPhersonG. E.McCormickJ. (2006). Self-efficacy and music performance. Psychology of Music, 34, 322–336. doi:10.1177/0305735606064841
32.
RyanR. M.ConnellJ. P.DeciE. L. (1985). A motivational analysis of self-determination and self-regulation in education. In AmesC.AmesR. (Eds.), Research on motivation in education (pp. 13–51). Orlando, FL: Academic Press.
33.
RyanR. M.DeciE. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi:10.1037110003-066X.55.1.68
34.
SandeneB. A. (1997). An investigation of variables related to student motivation in instrumental music (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 9811178)
SchmidtC. P. (2005). Relations among motivation, performance achievement, and music experience variables in secondary instrumental music students. Journal of Research in Music Education, 53, 134–147. doi:10.2307/3345514
37.
SchwartzE. (2014). The difference in attributions of success and failure, out-of-class engagement, and predictions of future success of middle school band students in open and closed composition tasks (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 3619093)
38.
WeinerB. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3–25. doi:10.1037/0022-0663.71.1.3
39.
WeissL. A. (2015). Beyond boredom in the bandroom: Examining adolescent student engagement and motivation during secondary band classes (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 3707783)
40.
WestC. (2013). Motivating music students: a review of the literature. Update: Applications of Research in Music Education, 31(2), 11–19. doi:10.1177/8755123312473611
41.
WhitesideD. (2013). Effective techniques for motivating middle school band students to practice (Master’s thesis). Available from ProQuest Dissertations & Theses database. (UMI No. 1539132)
