Affective-motivational processes, parents’ behaviour perception and achievement in music theory [presentation, ppt, 1653 kB]
Smolej Fritz B., Peklaj C., Bajec B.
First author's affiliation: Krsko Elementary Music School, Krsko, Slovenia
In the present study, we were interested in students’ achievement in Music theory (MT), which is a basic and obligatory subject in elementary music schools in Slovenia. It was supposed that students’ achievement should be related to different affective- motivational processes as well as to some factors of parent’s behaviour perception. 457 fifth and sixth grade students from elementary music schools in Slovenia (153 boys and 303 girls) participated in the study. Their mean age was 13 years and 8 months. Two questionnaires were constructed for the purposes of this study: The Music Theory Affective-Motivational Processes Questionnaire (MTAMPQ) and The Perception of Parents’ Behaviour Questionnaire (PPBQ) as well as The Music Theory Achievement Test (MTAT). Factor analysis of MTAMPQ revealed four different factors: perception of applicability and the importance of MTL, anxiety, competence and interest and perception of difficulty at auditory tasks. Factor analysis of PPBQ also revealed four different factors: help and encouragement, disapproval, lack of control and autonomy support. Final grades in Music theory were also collected. Results confirmed that affective-motivational processes as well as aspect of parents’ behaviour perception are positively related to measures of students’ achievement in MT. Anxiety and disapproval are important predictors of achievement accessed by MTAT, explaining 10% of its variance, while competence and interest, anxiety, help and encouragement, and disapproval are important predictors of final grades, explaining 36 % of its variance. We can conclude that affective-motivational processes and aspect of parent’s behaviour perception can better predict final grades in MT than achievement on MTAT. Possible reasons for such results were discussed as well as implications for further research and practice.