MOTIVATION PREDICTORS IN TEACHING MUSIC CULTURE

Abstract

Music Culture is one of the subjects for which many students are not particularly motivated, thus the interest of this research was establishing possible factors that are in positive correlation with motivation for this subject. Major problem of this research was to determine correlation of certain variables with intrinsic and extrinsic motivation for Music Culture teaching, as well as what are the best predictors of this motivation. The differences between the students show that intrinsic motivation is higher with female respondents (F (1.311) = 5.39, p < .05), that it declines with age (F (2.313) = 11.97, p < .01) and that it is higher in classes where democratic educational style is applied (r = .274). Only the scale of learning presented appeared as a significant predictor of intrinsic motivation (β = .513, p < .001), while the scale of self-esteem (β = .316; p < .001) and sub-scale of performance goals focused on achieving success (β = .388; p < .001) appeared as significant predictors of extrinsic motivation. A positive correlation was also noticed between singing activity during the lesson and intrinsic motivation and between listening to music and extrinsic motivation as well as negative correlation regarding presentations and intrinsic motivation.