Students’ motivation in studying music: The Hong Kong context
Students’ motivation in studying music: The Hong Kong context
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学生学习音乐的动机：香港背景
DOI：
10.1177/1321103x10384205
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发表时间：
2010
影响因子：
1.6
通讯作者：
G. McPherson
中科院分区：
文献类型：
--
作者：
Bo Wah 梁寶華 Leung;G. McPherson
对于香港学生和家长来说，在学校学习音乐并不被认为很重要。与许多其他国家和地区类似，音乐在学校课程中被边缘化。然而，面对21世纪，香港政府视艺术教育为创意产业的重要贡献。学生学习音乐的动机因此变得更加关键。本文报告了一项国际研究得出的数据，该研究调查了学生学习音乐的动机与各年级其他学校科目的比较。共有来自23所小学和20所中学的4495名学生参与了调查。结果表明，整个学校的能力信念和价值观显着下降（p < .001），音乐和其他学校科目的任务难度显着增加。与语文、数学、视觉艺术和体育相比，音乐在能力信念和价值观以及任务难度方面排名较低。此外，现在有许多中学生在校外学习乐器的趋势。结果可能归因于一系列因素，包括家长和学生所持的功利主义教育观以及社会整体以商业为导向的氛围，因为人们关注的是经济成功而不是人类的全面发展。
Studying music in schools has not been regarded to be important for Hong Kong students and parents. Similar to many other countries and regions, music is marginalized in the school curriculum. However, facing the 21st century, the Hong Kong government regards arts education to be an important contribution to the creative industries. The motivation of students in learning music thus becomes more critical. This article reports data drawn from an international study that examined students’ motivation to study music as compared to other school subjects across the school grades. A total of 4495 students from 23 primary and 20 secondary schools participated in a survey. Results indicate a significant decline in competence beliefs and values (p < .001) and a significant increase in task difficulty for music and other school subjects across the school levels. Compared with Chinese, mathematics, visual arts and physical education (PE), music was ranked rather low in terms of competence beliefs and values, and task difficulty. In addition, there is a trend towards many secondary students learning instruments outside schools. Results may be attributed to a range of factors including a utilitarian view of education held by parents and students and the overall business-oriented atmosphere of the society, in that people focus on financial success rather than a holistic human development.