Hewitt, Allan (2009) Student musicians' self- and task-theories of musical performance : the influence of primary genre affiliation. British Journal of Music Education, 26 (3). pp. 293-314. ISSN 0265-0517
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165 undergraduate music students studying in Scotland completed a 30-statement Q-sort to describe their self and task-theories of musical performance. Statements reflected the importance of effort, confidence, technical ability, significant others and luck/ chance in determining a successful performance. The Q-sorts were reduced to six underlying sorting patterns, or viewpoints. The relationship between sorting patterns and participants' primary genre affiliation was explored in order to identify whether self and task-theories were a function of genre affiliation. Some intuitive hypotheses of what performers of particular musical genres might think were supported by the data. However, results suggested that there was considerable diversity in self and task-theory of performance within each of the genre affiliation groups, which supports previous research. Other background factors, such as gender, years of playing, chronological age and type of institution, were not significant predictors of self or task-theory of musical performance.
|Keywords:||student musicians, task-theories, musical performance, primary genre affiliation, educational studies, Special aspects of education, Musical instruction and study, Education (General), Music, Education|
|Subjects:||Education > Special aspects of education
Music and Books on Music > Musical instruction and study
Education > Education (General)
|Department:||Faculty of Humanities and Social Sciences (HaSS) > School of Psychological Science and Health > Physical Activity for Health|
|Depositing user:||Dr Allan Hewitt|
|Date Deposited:||15 Oct 2010 10:29|
|Last modified:||24 Apr 2015 09:46|
Available Versions of this Item
- Student musicians' self and task-theories of musical performance: the influence of primary genre affiliation. (deposited 22 Jul 2009 11:46)
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