Sage Journals: Discover world-class research

Abstract

Motivation of band members was tested by asking them if they had ever challenged for I chair positions and how frequently, if they felt they were correctly placed, what their expected performance level was for 3 months later, what degree of satisfaction and feeling of success they experienced with their current level of performance, and how much they enjoyed playing their instruments. Degree of satisfaction with one's instrument and the factors to which one attributes one's current level of performance were also assessed. Three comparable-size bands (total N = 234) representing urban, suburban, and rural areas completed a questionnaire anonymously. Results supported the hypothesis that if one perceives success and satisfaction with one's current level of performance, one will challenge more and probably attribute that success to internal factors such as effort, natural musical ability, and technical knowledge of the instruments. Failure and lack of satisfaction with one's current level of performance resulted in fewer challenges and external attributions.

Get full access to this article

View all access options for this article.

References

Asmus, E. P. (1981). An application of attribution theory in assessing achievement motivation characteristics of music education and music therapy students. Paper presented at the annual meeting of the Music Educators National Conference, Minneapolis.

Asmus, E. P. (1985). Sixth graders' achievement motivation: Their views of success and failure in music. Bulletin of the Council for Research in Music Education, 85, 1–13.

Atkinson, J. W. , & Raynor, J. O. (1974). Motivation and achievement Washington, DC: Winston.

Bar-Tal, D. (1978). Attributional analysis of achievement-related behavior. Review of Educational Research, 48, 259–271.

Caimi, F. J. (1981). Relationships between motivation variables and selected criterion measures of high school band directing success. Journal of Research in Music Education, 29(3), 183–198.

Chandler, T. A. , Spies, C. J. , & Wolf, F. M. (1982). Change in strategy: The relationship of attribution, expectancy, performance, and satisfaction. Contemporary Educational Psychology, 7, 9–14.

Kennedy, W. G. (1984). Positive feed Bach: A motivation game. Music Educators Journal, 70(8), 4849.

Krueger, R. J. (1984). An investigation of personality and music teaching success (Final Report). Washington, DC: Department of Health, Education, and Welfare, Office of Education, DHEW Regional Research Program. (ERIC Document Reproduction Service No. ED 096 230)

Lefcourt, H. M. , Hogg, E. , & Holmes, J. (1975). Locus of control, field dependence, and the conditions arousing objectives versus subjective self-awareness. Journal of Research in Personality, 9, 21–36.

10.

Madsen, C. K. , & Duke, R. A. (1985). Observation of approval/disapproval in music: Perception versus actual classroom events. Journal of Research in Music Education, 33(3), 205–214.

11.

Powell, L. (1984). Pieces to the motivation puzzle. Music Educators Journal, 70(6), 31–32.

12.

Spradling, R. L. (1985). The effect of timeout from performance on attentiveness and attitude of university band students. Journal of Research in Music Education, 33(2), 123–137.

13.

Walker, R. D. (1979). The relationship of selected motivational variables to achievement in the music curriculum. In E. P. Asmus (Ed.), Proceedings of the research sympostum of the psychology and acoustics of music, 978. Lawrence: University of Kansas.

14.

Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3–25.

15.

Weiner, B. (1980). The role of affect in rational (attributional) approaches to human motivation. Educational Researcher, 9, 4–11.

16.

Wolfe, D. E. (1984). Improve practice with motivational contracts. Music Educators Journal, 71(1), 34–41.

Performance Expectancy,Success,Satisfaction,and Attributions as Variables in Band Challenges

Abstract

Get full access to this article

References