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RESEARCH PRODUCT
Testing Motivacional theories in Music Education: the role of Effort and Gratitude
Gloria Bernabé-valeroJosé Salvador Blasco-magranerCarmen Moret-tataysubject
Cognitive Neurosciencemedia_common.quotation_subjectgratitudeMusicaleffortBayesianMotivació en l'educaciólcsh:RC321-57103 medical and health sciencesBehavioral Neuroscience0302 clinical medicinemotivationGoodness of fitPerceptionGratitudelcsh:Neurosciences. Biological psychiatry. NeuropsychiatryOriginal Research030304 developmental biologymedia_commonMúsica EnsenyamentSelf-efficacy0303 health sciencesmusiciansCognitionMusic educationNeuropsychology and Physiological Psychologymusic educationPositive psychologyPsychology030217 neurology & neurosurgeryNeuroscienceCognitive psychologydescription
Acquiring musical skills requires sustained effort over long periods of time. This work aims to explore the variables involved in sustaining motivation in music students, including perceptions about one’s own skills, satisfaction with achievements, effort, the importance of music in one’s life, and perception of the sacrifice made. Two models were developed in which the variable of gratitude was included to integrate positive psychology into the motivational area of music education. The first predicts effort, while the second predicts gratitude. The models were tested using a sample of 84 music students. Both models were fitted using Bayesian analysis techniques to examine the relationship between variables and showed adequate goodness of fit. These models emphasize the role of cognition and motivation in music education and, more precisely, the relationship between effort and gratitude.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2019-07-01 |