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Learners' motivation to choose Music as an elective in high school
Dissertation (MMus)--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2019
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| _version_ | 1867613517164576768 |
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| access_status_str | Open Access |
| author2 | Panebianco-Warrens, Clorinda Rosanna |
| author_browse | Panebianco-Warrens, Clorinda Rosanna |
| author_facet | Panebianco-Warrens, Clorinda Rosanna |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MMus)--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/70704 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:24.077Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/70704 Learners' motivation to choose Music as an elective in high school Panebianco-Warrens, Clorinda Rosanna ljventer20@gmail.com Venter, Lauren Joan motivation elective subject Music High school Gauteng UCTD Music theses SDG-04 SDG-04: Quality education Music theses SDG-05 SDG-05: Gender equality Music theses SDG-10 SDG-10: Reduced inequalities Dissertation (MMus)--University of Pretoria, 2019. Few high school learners in South Africa choose Music as an elective. This study extends a worldwide study by McPherson and O’Neill (2010), based on Eccles’ Expectancy-value theory, exploring learners’ motivation to study music compared to other subjects, by focusing on three motivational constructs: Value Perceptions, Competence Beliefs and Task Difficulty Perceptions. The current study explores learners’ motivation to study Music as a subject in high school. The three aforementioned motivational constructs were explored for a range of elective school subjects, including Music. The main aim of the study was to determine possible factors that motivate high school learners to continue or discontinue with Music as an elective in their last three years of school. Subsidiary aims were to reveal 1) how learners’ motivational beliefs differ for Music as opposed to other elective subjects; 2) the extent to which the motivational constructs influence intentions to choose Music as an elective; 3) how the motivational beliefs vary according to school, grade and gender; 4) other influences on motivation for Music as an elective subject. The questionnaires used were modelled on those originally designed by McPherson and O’Neill, according to Eccles’ Expectancy-value theory. These were distributed to four single-sex (two girls’ and two boys’) high schools in Gauteng. The sample comprised 180 Music learners in grades 9 and 10 (108 female and 72 male). Results were statistically analysed and showed that on average, learners who are motivated to choose Music as an elective hold higher Value Perceptions and Competence Beliefs for Music than for other elective subjects. In fact, these learners showed higher Competence Beliefs for all but one of the evaluated subjects than learners not intending to continue with Music. Furthermore, these learners reported lower Task Difficulty Perceptions in general compared to those not motivated to continue with Music. Interestingly, males reported higher Value perceptions and Competence Beliefs as well as lower Task Difficulty Perceptions than females for a range of subjects including Music. Additionally, learners who reported positive Music continuation intentions were found to practise more often, to read books more frequently, and to be significantly more self-motivated than learners not intending to continue with Music. Parents and teachers were also shown to be a strong influence in learner motivation for Music. ae2025 Music MMus Unrestricted SDG-04: Quality education SDG-05: Gender equality SDG-10: Reduced inequalities 2019-07-12T13:22:45Z 2019-07-12T13:22:45Z 2019 2019 Dissertation Venter, LJ 2019, Learners' motivation to choose Music as an elective in high school, MMus Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/70704> S2019 http://hdl.handle.net/2263/70704 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | motivation elective subject Music High school Gauteng UCTD Music theses SDG-04 SDG-04: Quality education Music theses SDG-05 SDG-05: Gender equality Music theses SDG-10 SDG-10: Reduced inequalities Learners' motivation to choose Music as an elective in high school |
| title | Learners' motivation to choose Music as an elective in high school |
| title_full | Learners' motivation to choose Music as an elective in high school |
| title_fullStr | Learners' motivation to choose Music as an elective in high school |
| title_full_unstemmed | Learners' motivation to choose Music as an elective in high school |
| title_short | Learners' motivation to choose Music as an elective in high school |
| title_sort | learners motivation to choose music as an elective in high school |
| topic | motivation elective subject Music High school Gauteng UCTD Music theses SDG-04 SDG-04: Quality education Music theses SDG-05 SDG-05: Gender equality Music theses SDG-10 SDG-10: Reduced inequalities |
| url | http://hdl.handle.net/2263/70704 |