Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain.
PLoS One. 2020 May 4;15(5):e0232711. doi: 10.1371/journal.pone.0232711. eCollection 2020.
In music education, women are present in great numbers. In professional settings, however, women musicians are not as predominant. With some exceptions, such as Scandinavian countries, women still pursue gender equality in professional music practice. To inquire about the causes of this, we considered if gender-differences in amotivation in conservatoire instrument practice could be associated with aspects of learning environment. Self-determination theory (SDT) posits that learning environments may influence motivation, by satisfying or thwarting students' psychological needs and by selectively endorsing specific extrinsic goals. Thus, we analysed if-women and men-amotivation variations could be explained by differences in behavioural regulations and satisfaction of their psychological needs for competence and autonomy. Participants (67 women and 74 men, 18-47 years old) completed validated scales for amotivation, behavioural regulations, and needs satisfaction. Students exhibited high intrinsic and introjected regulations, and high autonomy and competence needs satisfaction. Students' identified regulation levels were modest, and external regulation and amotivation levels were low. Women students' perceived competence was lower, and their amotivation was higher than men's. Amotivation variations were explained positively by identified regulation and negatively by context-derived satisfaction of the psychological needs for competence (and autonomy, only among women). Results suggest that internalization of extrinsic goals can pose difficulties and that psychological needs satisfaction may counteract amotivation (autonomy being potentially more important for women musicians).
在音乐教育中，女性的数量很多。然而，在专业领域，女性音乐家并不占主导地位。除了一些北欧国家等例外，女性在专业音乐实践中仍在追求性别平等。为了探究其原因，我们研究了音乐学院乐器练习中动机缺失的性别差异是否与学习环境的某些方面有关。自我决定理论（SDT）认为，学习环境可能会通过满足或挫败学生的心理需求以及选择性地支持特定的外部目标来影响动机。因此，我们分析了女性和男性的动机缺失差异是否可以用行为调节的差异和对能力和自主需求的满足来解释。参与者（67 名女性和 74 名男性，年龄 18-47 岁）完成了动机缺失、行为调节和需求满足的验证性量表。学生表现出较高的内在和内化调节、较高的自主性和能力需求满足。学生的认同调节水平适中，外部调节和动机缺失水平较低。女学生的感知能力较低，动机缺失水平高于男学生。认同调节对动机缺失的解释为正相关，而心理需求（能力和自主性，仅在女性中）的情境满足对动机缺失的解释为负相关。结果表明，外部目标的内化可能会带来困难，而心理需求的满足可能会抵消动机缺失（自主性对女性音乐家可能更为重要）。
