Degree

Doctor of Philosophy (PhD)

Department

Music

Document Type

Dissertation

Abstract

One way of understanding motivation is through the factors that influence it. These factors analyzed as psychological constructs give rise to the notion of motivation variables such as interest. Interest is a powerful variable that affects student motivation to learn (Hidi & Renninger, 2006; Hulleman et al., 2017; O’Keefe et al. 2017; Renninger & Hidi, 2016; Tin, 2013). In 2006, Hidi and Renninger proposed the “Four-Phase Interest Development Model” for the characterization of interest in learning. According to this model, learners can move from a situational level of interest development to a well-developed individual interest, in a sequential manner. This multiple case study explored four adolescent piano students’ motivation to practice using the lens of the Four-Phase Interest Development Model. Musical general behaviors, psychological needs, and self-regulating behaviors, and the role of teachers and parents were also examined. Methodology included using Boeder et al.’s Interest Development Scale to identify participants (2021).

Participants who placed in phase one exhibited motivation in terms of musical behaviors as (1) value recognition in learning piano, (2) struggle with piano fundamentals, (3) independent practice avoidance, (4) pop music repertoire preference, and (5) solo recital and competition avoidance. Participants exhibited unfulfilled psychological needs: autonomy, competence, and belonging. The lack of needs fulfillment influenced their exhibited musical behaviors and self-regulation learning skills. Finally, motivation was exhibited in terms of self-regulation as absence of planning, self-instruction, and self-assessment.

Participants who placed in phase two exhibited motivation in terms of musical behaviors as (1) self-expression and value recognition in learning piano, (2) intermediate piano skills, (3) independent practice enjoyment, and (4) solo recital and competition avoidance. Concerning psychological needs, participants exhibited simultaneously a partial fulfillment of competence while full fulfillment of autonomy and belonging. Finally, motivation is exhibited in terms of self-regulation as (1) emerging planning and self-instruction skills.

Using the “Four-Phase Interest Development Model” as a theoretical framework to understand motivation to practice during intermediate years may offer piano teachers both basic psychological knowledge and practical instructional strategies to foster, to trigger, or to promote interest development and motivation in the music studio.

Date

3-3-2023

Committee Chair

Pike, Pamela D.

DOI

10.31390/gradschool_dissertations.6056

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