TY - JOUR
T1 - Disentangling motivation within instrumental music learning
T2 - a systematic review
AU - Oliveira, António
AU - Ribeiro, Fabiana Silva
AU - Ribeiro, Luísa Mota
AU - McPherson, Gary
AU - Oliveira-Silva, Patrícia
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2021
Y1 - 2021
N2 - Motivation is a crucial aspect of learning, particularly in the field of music. For decades, motivation for learning music has been a much-discussed subject, and yet its influence still remains a convoluted issue. This study systematically analyses peer-reviewed English language studies, according to PRISMA guidelines, in order to understand how children’s and adolescents’ motivation to learn a musical instrument has been studied, the theories that have been adopted to frame this research, the types of quantitative instruments that have been designed or adopted within the research designs, and the types of findings that have documented. A search on Web of Science, Education Resources Information Center, and Scopus was conducted, using the following terms: music, instrument, learn, education, study, and motivation. The initial search identified 447 studies. Twenty of these met the inclusion criteria for investigating any music-related aspect of motivation that was based on the analysis of quantitative data. Results show a limited number of studies that have explored children’s motivation in the context of learning a musical instrument and report a special focus on the central role of parents and social background. Implications of these results for music education and the adequacy of questionnaires to children are discussed.
AB - Motivation is a crucial aspect of learning, particularly in the field of music. For decades, motivation for learning music has been a much-discussed subject, and yet its influence still remains a convoluted issue. This study systematically analyses peer-reviewed English language studies, according to PRISMA guidelines, in order to understand how children’s and adolescents’ motivation to learn a musical instrument has been studied, the theories that have been adopted to frame this research, the types of quantitative instruments that have been designed or adopted within the research designs, and the types of findings that have documented. A search on Web of Science, Education Resources Information Center, and Scopus was conducted, using the following terms: music, instrument, learn, education, study, and motivation. The initial search identified 447 studies. Twenty of these met the inclusion criteria for investigating any music-related aspect of motivation that was based on the analysis of quantitative data. Results show a limited number of studies that have explored children’s motivation in the context of learning a musical instrument and report a special focus on the central role of parents and social background. Implications of these results for music education and the adequacy of questionnaires to children are discussed.
KW - Motivation
KW - Music education
KW - Musical instrument
KW - PRISMA
KW - Systematic review
UR - http://www.scopus.com/inward/record.url?scp=85099246199&partnerID=8YFLogxK
U2 - 10.1080/14613808.2020.1866517
DO - 10.1080/14613808.2020.1866517
M3 - Article
AN - SCOPUS:85099246199
SN - 1461-3808
VL - 23
SP - 105
EP - 122
JO - Music Education Research
JF - Music Education Research
IS - 1
ER -