Is the perception of music related to musical motivation in school?

References

• Asmus, E. P. 1985. “Sixth Grader's Motivation: Their Views of Success and Failure in Music.” Bulletin of the Council of Research in Music Education 85: 1–13.
   Google Scholar
• Asmus, E. P. 1986. “Achievement Motivation Characteristics of Music Education and Music Therapy Students as Identified by Attribution Theory. Empirical Testing of an Affective Learning Paradigm.” Bulletin of the Council of Research in Music Education 86: 71–85.
   Google Scholar
• Asmus, E. P. 1987. “The Effect of Grade Level and Motivation Level on High School Student's Beliefs of the Causes for Their Success and Failure.” Paper presented at the Southesatern Music Education Symposium, University of Georgia, Athens, Georgia, May 1987.
   Google Scholar
• Austin, J. 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 (2): 95–107. doi:10.2307/3345243.
   Web of Science ®Google Scholar
• Austin, J., J. Renwick, and G. E. McPherson. 2006. “Developing Motivation.” In The Child as Musician: A Handbook of Musical Development, edited by G. E. McPherson, 213–238. Oxford: Oxford University Press.
   Google Scholar
• Austin, J., and W. P. Vispoel. 1992. “Motivation after Failure in School Music Performance Classes: The Facilitative Effects of Strategy Attributions.” Bulletin of the Council for Research in Music Education 111: 1–23.
   Google Scholar
• Austin, J. R., and W. P. Vispoel. 1998. “How American Adolescents Interpret Success and Failure in Classroom Music: Relationships Among Attributional Belieds, Self-Concept and Achievement.” Psychology of Music 26 (1): 26–45. doi:10.1177/0305735698261004.
   Google Scholar
• Carrillo, C., and M. Vilar. 2009. “El Conjunto Instrumental Orff como Dinamizador de la Motivación en 1° de Educación Secundaria [Orff Instrumental Ensemble as a Dynamic Method for Revitalizing of the Motivation in the Secondary Education].” In LEEME (Lista Europea Electrónica de Música en la Educación), n° 23. http://musica.rediris.es/leeme.
   Google Scholar
• Dweck, C. S. 1985. “Intrinsic Motivation, Perceived Control and Self-Maintenance: An Achievement Goal Analysis.” In Research on Motivation in Education, edited by C. Ames and R. Ames, Vol. 2. Orlando, FL: Academic Press.
   Google Scholar
• Dweck, C. S. 1986. “Motivational Processes Affecting Learning.” American Psychologist 41 (10): 1040–1048. doi:10.1037/0003-066X.41.10.1040.
   Web of Science ®Google Scholar
• Dweck, C. S., and Elliot, E. S. 1983. “Achievement Motivation.” In Handbook of Child Psychology, Vol. IV, edited by P. H. Mussen and E. M. Hetherington, 643–691. New York: John Wiley & Sons.
   Google Scholar
• Elliot, E. S., and C. S. Dweck. 1988. “Goals: An Approach to Motivation and Achievement.” Journal of Personality and Social Psychology 54 (1): 5–12. doi:10.1037/0022-3514.54.1.5.
   PubMed Web of Science ®Google Scholar
• Escaño, J., and Gil, M. 2001. “Motivar a los alumnos y enseñarlos a motivarse [Motivate the Students and Teaching Them to Be Motivated].” Aula de Innovación Educativa 101: 6–12.
   Google Scholar
• Espinosa, S. 2007. “Creación y pedagogía, los compositores al aula [Creation and Pedagogy, the Composers to the Classroom].” In Aportaciones teóricas y metodológicas a la educación musical [Theoretical and Methodological Contributions to the Music Education], edited by M. Díaz and A. Giráldez ( Coor.), 95–112. Barcelona: Graó.
   Google Scholar
• Giráldez, A. 2007. “La composición musical en el aula (8–12) [The Musical Composition in the Classroom (8–12)].” In Creatividad en Educación Musical [Creativity in Music Education], edited by M. Díaz and M. E. Riaño, 2007. Santander: Universidad de Cantabria.
   Google Scholar
• Green, L. 2003. “La música en la sociedad y en la educación [The Music in the Society and in the Education].” Kikirikí. Cooperación educativa 71–72: 5–12.
   Google Scholar
• Hallam, S. 1997. “What Do We Know About Practising? Towards a Model Synthesising the Research Literature.” In Does Practice Make Perfect? Current Theory and Research on Instrumental Music Practice, edited by H. Jorgensen and A. Lehman, 179–231. Oslo: NMH.
   Google Scholar
• Hallam, S. 2002. “Musical Motivation: Towards a Model Synthesising the Research.” Music Education Research 4 (2): 225–244. doi:10.1080/1461380022000011939.
   Google Scholar
• Harter, S. 1981 “A New Self-Report Scale of Intrinsic Versus Extrinsic Orientation in the Classroom: Motivational and Informational Components.” Developmental Psychology 17 (3): 300–312. doi:10.1037/0012-1649.17.3.300.
   Web of Science ®Google Scholar
• Inglés, C. J., J. Rodriguez, and J. A. González-Pienda. 2008. “Adaptación de la Sydney Attribution Scale en población universitaria española [Adjustment of the Sydney Attribution Scale in the University Spanish Population].” Psicothema 20 (1): 166–173.
   PubMedGoogle Scholar
• Kokotsaki, D., and S. Hallam. 2007. “Higher Education Music students' Perceptions of the Benefits of Participative Music Making.” Music Education Research 9 (1): 93–109. doi:10.1080/14613800601127577.
   Google Scholar
• Madariaga, J. M. 1998. “La motivación [Motivation].” In Psicología de la Educación Sociopersonal [Psychology of the Education Sociopersonal], edited by A. Goñi ( coor.), 73–88. Madrid: Fundamentos. 2a edición.
   Google Scholar
• Madariaga, J.-M., and C. Arriaga. 2011. “Análisis de la práctica educativa del profesorado de música y su relación con la motivación del alumnado [Analysis of the Educational Practice of Music Teachers and Their Relationship with Student Motivation].” Cultura y Educación 23 (3): 463–476. doi:10.1174/113564011797330234.
   Web of Science ®Google Scholar
• Malagarriga, T., I. Gómez, and L. Viladot. 2008. “Innovar en la escuela de música: un proyecto compartido con la universidad [Innovating at Music School: A Project Shared with the University].” Cultura y Educación 20 (1): 63–78. doi:10.1174/113564008783781440.
   Web of Science ®Google Scholar
• McPherson, G. E., and S. A. O'Neill. 2010. “Student's Motivation to Study Music as Compared to Other School Subjects: A Comparison of Eight Countries.” Research Studies in Music Education 32 (2): 101–137. doi:10.1177/1321103X10384202.
   Google Scholar
• Nicholls, J. G. 1984. “Achievement motivation: Conceptions of Ability, Subjective Experiences, Task Choice and Performance.” Psychological Review 91 (3): 328–346. doi:10.1037/0033-295X.91.3.328.
   Web of Science ®Google Scholar
• O'Neill, S. A. 1999. “Flow Theory and the Development of Musical Performance Skills.” Bulletin of the Council for Research in Music Education 141: 129–134.
   Google Scholar
• Rey, J. M., E. Hidalgo, and C. Espinosa. 1989. La motivación en la escuela: cuestionarios para su análisis [Motivation in the School: Questionnaires for his Analysis]. Mälaga: Ágora.
   Google Scholar
• Sloboda, J. A. and M. J. A. Howe. 1991. “Biographical Precursors of Musical Excellence: An Interview Study.” Psychology of Music 19 (1): 3–21. doi:10.1177/0305735691191001.
   Google Scholar
• Viladot, L., I. Gómez, and T. Malagarriga. 2008. “Compartiendo significados en un aula de música: estrategias discursivas en la observación de una partitura [Sharing Meanings in the Classroom of Music: Discursive Strategies and the Observation of a Score].” Eufonía: Didáctica de la música 44: 98–113.
   Google Scholar
• Weiner, B. 1974. Achievement Motivation and Attribution Theory. Morristown, NJ: General Learning Press.
   Google Scholar
• Weiner, B. 1985. “An Attributional Theory of Achievement Motivation and Emotion.” Psychological Review 92 (4): 548–573. doi:10.1037/0033-295X.92.4.548.
   PubMed Web of Science ®Google Scholar
• Yarbrough, C., and H. E. Price. 1989. “Sequential Patterns of Instruction in Music.” Journal of research in music education 37 (3): 179–187. doi:10.2307/3344668.
   Web of Science ®Google Scholar