Janurik Márta, Oo Tun Zaw, Kis Noémi, Szabó Norbert, Józsa Krisztián
Béla Bartók Faculty of Arts, University of Szeged, 6722 Szeged, Hungary.
MTA-MATE Early Childhood Research Group, 7400 Kaposvár, Hungary.
Behav Sci (Basel). 2023 Aug 10;13(8):667. doi: 10.3390/bs13080667.
Musical education hinges on students' mastery motivation and self-concept, which are crucial for effective musical learning. Despite the acknowledgement of their individual importance, the relationship between these factors within music education remains unexplored. Hence, this study aimed to investigate the dynamics of mastery motivation (MM) and its relationship with self-concept (SC) in the context of music education. A survey was administered to 139 Hungarian grade 7 students, employing a musical MM questionnaire, a musical SC inquiry, and the collection of demographic information collection. We employed descriptive statistics (IBM SPSS 23), a Rasch analysis (WINSTEPS), and correlational and regression analyses (R programming and SmartPLS4) for data analysis. The findings demonstrated that the utilized instruments were reliable and valid in measuring students' MM and SC in music education. This study revealed a strong positive correlation (r = 0.778) between students' MM and SC, with moderate to strong inter-relationships among various subfactors. Furthermore, comparisons unveiled significant disparities in musical MM across school levels, with higher MM and SC observed among female students. Furthermore, gender, a musical family background, and awareness of musical lesson usefulness were predictive factors for both students' MM and SC within music education. This study provides valuable insights for professionals and policy makers to enhance music education, nurturing students' musical growth effectively. By understanding the relationship between MM and SC and considering predictive factors, stakeholders can develop strategies that optimize the impact of music education on students' musical development.
音乐教育取决于学生的掌握动机和自我概念，这对有效的音乐学习至关重要。尽管人们认识到它们各自的重要性，但音乐教育中这些因素之间的关系仍未得到探索。因此，本研究旨在探讨音乐教育背景下掌握动机（MM）的动态及其与自我概念（SC）的关系。对139名匈牙利七年级学生进行了一项调查，采用了音乐MM问卷、音乐SC调查以及人口信息收集。我们使用描述性统计（IBM SPSS 23）、拉施分析（WINSTEPS）以及相关性和回归分析（R编程和SmartPLS4）进行数据分析。研究结果表明，所使用的工具在测量音乐教育中学生的MM和SC方面是可靠且有效的。本研究揭示了学生的MM和SC之间存在很强的正相关（r = 0.778），各个子因素之间存在中度到强的相互关系。此外，比较结果显示不同学校水平的学生在音乐MM方面存在显著差异，女生的MM和SC更高。此外，性别、音乐家庭背景以及对音乐课有用性的认识是音乐教育中影响学生MM和SC的预测因素。本研究为专业人士和政策制定者加强音乐教育、有效培养学生的音乐成长提供了有价值的见解。通过了解MM和SC之间的关系并考虑预测因素，利益相关者可以制定优化音乐教育对学生音乐发展影响的策略。
