Constructive Response to Failure in Music : The Role of Attribution Feedback and Classroom Goal Structure  

Oleh:

Vispoel, Walter P. ; Austin, James R.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 63 (Feb. 1993), page 110-129.
Topik: Structure; classroom goal structure; Motivation; music; attribution feedback

Ketersediaan

Perpustakaan PKPM Nomor Panggil: B13 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Within the past decade, researchers have made significant progress in understanding how and why students are motivated to learn. Little research, however, has examined motivation within music classrooms, despite indications that motivational responses to music and related arts classes may differ significantly from responses obtained in other school content areas. In the present study, the effects of attribution feedback for failure (ability, effort, strategy) on behavioural and affective responses to failure in music were examined. A total of 120 junior high students, randomly assigned to nine treatment conditions (outcome attribution x goal structure), were presented with a scenario describing the failure experience of a fictious music student. After reading through the situational description, participants completed a questionnaire assessing their expectations about the student's future behaviours and affective responses. Results indicated that most participants believed the student would feel badly about his failure experience, but would respond constructively in terms of future classroom behaviour (performance, effort, use of sound strategies).

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