Relationships Between Selected Factors of Motivation for Participation in High School Band and General Motivation for Musical Experience
Motivation is a long-standing goal of music educators; students must be motivated to participate in elective music and to become involved in a committed way. Motivational approaches used in music research and aspects of aesthetic experience which may motivate musicians are reviewed in this dissertation. The purpose of this study was to investigate essential components of musical experience in high school band which provide continuing motivation for music.
Musical factors which motivated band participation were assessed with the author’s “Band Motivation Inventory” (BMI). General musical motivation was assessed with Raynor and Nochajski’s “Motivation for Particular Activity Scale” (MPAS). Data obtained from 619 members of twenty-four randomly selected Montana high school band programs were analyzed to answer four research questions.
First, principal component analysis of the BMI identified thirteen factors of band motivation: Aesthetic/Affective, Social, Sensuous, Academic, Technical, and Creative Response; Solo/Ensemble, Pep Band, and Improvisation Activity; General and Musical Reinforcement; Competition; and Musical Self-Esteem.
Second, multiple regression revealed that Aesthetic, Solo/Ensemble, Social, Competition, General and Musical Reinforcement, Creative, and (inverse) Pep Band factors could predict overall musical motivation (MPAS total score).
Third, canonical correlation described relationships between BMI factors and MPAS subscales: (1) Aesthetic response related to Positive Affect and Importance; (2) Academic, Pep Band, and (inverse) Solo/Ensemble factors related to Negative Affect and (inverse) Competence; (3) Musical Reinforcement related to Competence and Negative Affect; and (4) (inverse) Aesthetic and (inverse) Sensuous factors related to Importance.
Fourth, MANOVA revealed differences attributable to gender, grade level, instrument, and school location and size. Aesthetic, Social, Sensuous, Solo/Ensemble, Pep Band, and Musical Reinforcement factors and the MPAS total score were affected.
Musical and psychological factors which motivated band participation related to general musical motivation, for subjects in this study. The researcher concluded that conductors may influence student motivation in particular ways through selection of music and use of feedback.