Research-to-Resource: Two Motivation Frameworks for Encouraging School Choral Participation

Seth Pendergast
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Abstract

Sustaining or increasing participation in school choral programs is a priority among choral music educators. Motivation frameworks are helpful tools for understanding why students start, stop, or sustain involvement in activities. In this article, I explore some of the sociopsychological factors associated with choral music participation through the lens of two motivation frameworks: Self-determination theory (SDT) and Expectancy-value theory (EVT). First, I use SDT to highlight classroom characteristics that encourage intrinsic motivation and sustain long-term engagement in choir. Second, I explore how concepts from EVT are important to consider when designing a choral program and the associated recruiting strategies. Finally, I frame choral music participation as an inherently complex phenomenon—differences between enrollment rates and program characteristics are to be expected and welcomed, given the numerous ways motivational factors and school environments influence involvement. I briefly address each motivation theory followed by multiple classroom applications.
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研究-资源:鼓励学校合唱参与的两种动机框架
保持或增加学校合唱项目的参与是合唱音乐教育者的优先事项。动机框架是理解学生为什么开始、停止或维持参与活动的有用工具。在本文中,我通过两个动机框架(自决理论(SDT)和期望价值理论(EVT))的视角探讨了与合唱音乐参与相关的一些社会心理学因素。首先,我用SDT来强调课堂的特点,鼓励内在动机和维持长期参与合唱团。其次,我探讨了在设计合唱项目和相关招募策略时,EVT的概念是如何重要的。最后,我将合唱音乐参与视为一种内在复杂的现象——考虑到动机因素和学校环境影响参与的多种方式,入学率和项目特征之间的差异是可以预期和欢迎的。我简要地介绍了每个动机理论,然后介绍了多个课堂应用。
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