Motivation till musiken: Faktorer som har motiverat musikhögskolestudenter till att fortsätta spela musik efter studier på estetiskt gymnasieprogram
(2021) LIMP32 20202Malmö Academy of Music
- Abstract (Swedish)
- Syftet med föreliggande studie är att undersöka vilka faktorer som gymnasieelever från ett
estetprogram upplever som viktiga för att skapa eller underhålla motivationen till att fortsätta musicera efter gymnasietiden. Undersökningen har genomförts i form av en kvalitativ metod genom intervjuer av tidigare elever från estetprogram som, på professionell eller amatörnivå, har fortsatt med musiken efter gymnasiet. Resultatet visar att ”känslan av kompetens” är en genomgående faktor som informanterna nämner som viktig. ”Lärarkompetensen” och lärarens förmåga att kunna skräddarsy undervisningen till eleverna är också utmärkande. Detta kan vara genom att hitta precis rätt svårighetsgrad i utmaningar och en lagom progressionstakt. En ”god... (More) - Syftet med föreliggande studie är att undersöka vilka faktorer som gymnasieelever från ett
estetprogram upplever som viktiga för att skapa eller underhålla motivationen till att fortsätta musicera efter gymnasietiden. Undersökningen har genomförts i form av en kvalitativ metod genom intervjuer av tidigare elever från estetprogram som, på professionell eller amatörnivå, har fortsatt med musiken efter gymnasiet. Resultatet visar att ”känslan av kompetens” är en genomgående faktor som informanterna nämner som viktig. ”Lärarkompetensen” och lärarens förmåga att kunna skräddarsy undervisningen till eleverna är också utmärkande. Detta kan vara genom att hitta precis rätt svårighetsgrad i utmaningar och en lagom progressionstakt. En ”god gemenskap” och en viss ”konkurrens” med andra elever har också lyfts fram som faktorer med god påverkan på motivationen hos eleverna. Att drivas av en ”inre-motivation”, som i tidigare forskning av Ryan & Deci (2000) visats vara av vikt, är också en faktor som återfinns i informanternas upplevelser. Studien visar att en kreativ och inkluderande miljö som karakteriseras av kombinationen mellan sporrande konkurrens, gemenskap och individanpassad pedagogik främjar motivationen. (Less) - Abstract
- The purpose of this study is to investigate which factors are perceived as important to high
school students with a music profile in order to create or maintain the motivation to continue
to play music after high school. The investigation has been carried out using a qualitative
method through interviewing former students that have studied a music profile in high school
and there after continued playing music, professionally or at an amateur level. The results show that “the feeling of competence” is an important factor consistently mentioned by the informants. Competence amongst teachers and the teacher’s ability to tailor the teaching is also a distinguished factor. This could be finding the right degree of difficulty in challenges... (More) - The purpose of this study is to investigate which factors are perceived as important to high
school students with a music profile in order to create or maintain the motivation to continue
to play music after high school. The investigation has been carried out using a qualitative
method through interviewing former students that have studied a music profile in high school
and there after continued playing music, professionally or at an amateur level. The results show that “the feeling of competence” is an important factor consistently mentioned by the informants. Competence amongst teachers and the teacher’s ability to tailor the teaching is also a distinguished factor. This could be finding the right degree of difficulty in challenges and a pace of progression suitable for the student. A “good sense of community” and a certain level of “competition” among students are also factors that have been described to have a good effect on motivation amongst students. To be driven by an “inner motivation”, as Ryan & Deci (2000) previously have shown to be important, is also a factor that has been found in the experiences of the informants. The study shows that a creative and including environment, characterised by the combination of inciting competition, community and individually adapted teaching promotes motivation. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9065560
- author
- Lang, Erik Wallerand LU
- supervisor
- organization
- alternative title
- Motivation to music: Factors that motivate conservatory students to continue playing music after a music profile in high school
- course
- LIMP32 20202
- year
- 2021
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- Motivation, Estetiska programmet, Musikprofil, Musikstudier, Ihärdighet i musiken, Music profile, Music studies, Perseverance in music
- language
- Swedish
- id
- 9065560
- date added to LUP
- 2021-09-16 16:18:39
- date last changed
- 2022-01-14 12:18:21
@misc{9065560, abstract = {{The purpose of this study is to investigate which factors are perceived as important to high school students with a music profile in order to create or maintain the motivation to continue to play music after high school. The investigation has been carried out using a qualitative method through interviewing former students that have studied a music profile in high school and there after continued playing music, professionally or at an amateur level. The results show that “the feeling of competence” is an important factor consistently mentioned by the informants. Competence amongst teachers and the teacher’s ability to tailor the teaching is also a distinguished factor. This could be finding the right degree of difficulty in challenges and a pace of progression suitable for the student. A “good sense of community” and a certain level of “competition” among students are also factors that have been described to have a good effect on motivation amongst students. To be driven by an “inner motivation”, as Ryan & Deci (2000) previously have shown to be important, is also a factor that has been found in the experiences of the informants. The study shows that a creative and including environment, characterised by the combination of inciting competition, community and individually adapted teaching promotes motivation.}}, author = {{Lang, Erik Wallerand}}, language = {{swe}}, note = {{Student Paper}}, title = {{Motivation till musiken: Faktorer som har motiverat musikhögskolestudenter till att fortsätta spela musik efter studier på estetiskt gymnasieprogram}}, year = {{2021}}, }