Influência das variáveis sociodemográficas na percepção do clima motivacional dos alunos do Ensino Superior de Música

uma comparação entre Espanha e Portugal

Autores

DOI:

https://doi.org/10.35699/2317-6377.2025.57387

Palavras-chave:

Clima motivacional percebido, Ensino superior, Conservatório, Música, variáveis sociodemográficas

Resumo

O ambiente que cerca os alunos é fundamental para seu sucesso acadêmico, tornando-se um fator determinante para seu progresso musical. O objetivo deste estudo foi analisar o clima motivacional percebido (clima do ego e clima da tarefa) de alunos do ensino superior de música, levando em conta variáveis sociodemográficas (gênero, vínculos familiares com a música, país e escola). Os resultados mostram que a percepção do clima do ego não apresenta diferenças significativas em nenhuma das variáveis estudadas. Por outro lado, o clima de tarefa mostra diferenças a favor dos homens e diferenças importantes em termos de país e tipo de centro de estudos, sendo que os alunos que estudam em Portugal apresentam a percepção mais favorável. Destaca-se a importância de gerar contextos educacionais que favoreçam um clima de tarefa de casa positivo, orientado para a realização e o fortalecimento das habilidades dos alunos.

Biografia do Autor

  • Susana Blanco-Novoa, Universidade de Vigo, Espanha

    PhD em Educação e Mestrado em Artes Cênicas pela Universidade de Vigo. Ela obteve um diploma superior em música, com especialização em violoncelo. Suas linhas de pesquisa se concentram na motivação acadêmica, no clima motivacional e no autoconceito musical. Participou como palestrante em conferências internacionais em países como Espanha, Portugal, Polônia, Itália e Inglaterra, e publicou artigos em revistas internacionais e capítulos de livros.  Atualmente, ela é. Professora do Departamento de Didática Especial na área de Didática da Expressão Musical na Universidade de Vigo.

  • Sara Domínguez-Lloria, Universidade de Vigo, Espanha

    Doutorada em Ciências da Educação e docente na Universidade de Vigo.  É licenciada em Música, com especialização em piano.  As suas linhas de investigação centram-se na formação de professores de música, na conceção e avaliação de programas educativos através da música e na inovação educativa em educação musical através de projectos interdisciplinares. Também investiga sobre a gestão, organização e currículo de centros de educação musical em contextos formais e não formais.  
    Publicou numerosos trabalhos em revistas académicas nacionais e internacionais de grande impacto e realizou numerosas estadias de investigação em universidades estrangeiras. 

  • Margarita Pino-Juste, Universidade de Vigo, Espanha

    Professora Titular da Universidade de Vigo, onde leciona na Faculdade de Educação e Ciências do Esporte no campus de Pontevedra.  Seu trabalho acadêmico se concentra em didática e organização escolar, com uma carreira notável em pesquisa educacional. Ao longo de sua carreira, contribuiu significativamente para o campo educacional por meio de inúmeras publicações e projetos de pesquisa. Ela tem mais de 200 publicações e mais de 1.400 citações, o que comprova seu impacto na comunidade acadêmica.  Além de seu trabalho de pesquisa, Margarita Pino Juste participou da coordenação e da autoria de vários trabalhos relacionados à educação e à divulgação científica. Seu compromisso com a formação de futuros professores e a melhoria dos processos educacionais a posiciona como uma referência em seu campo.

Referências

Albert, Daniel J. "Socioeconomic status and instrumental music: what does the research say about the relationship and its implications?" Update: Applications of Research in Music Education, v. 25, n. 1, p. 39-45, 2006. DOI: https://doi.org/10.1177/87551233060250010105

Ames, Carole. "Classrooms: goals, structures, and student motivation." Journal of Educational Psychology, v. 84, n. 3, p. 261–271, 1992. doi: 10.1037/0022-0663.84.3.261. DOI: https://doi.org/10.1037//0022-0663.84.3.261

Appelgren, Anki; Osika, Walter; Theorell, Töres; Madison, Guy; Horwitz, Else. "Tuning in on motivation: differences between non-musicians, amateurs, and professional musicians." Psychology of Music, v. 47, p. 864-873, 2019. doi: 10.1177/0305735619861435. DOI: https://doi.org/10.1177/0305735619861435

Arriaga, Cristina. "Importancia de los condicionantes contextuales en la educación musical." Música y Educación, n. 68, p. 131-140, 2006.

Arriaga, Cristina; Madariaga, José María. "Condicionantes contextuales de la motivación para el aprendizaje de la música." Revista de Psicodidáctica, n. 17, p. 65-73, 2004.

Arroyo del Bosque, Ricardo; López García, Sonia; González Rodríguez, Óscar; Amatria Jiménez, Manuel. "Ansiedad y percepción de éxito en futbolistas de categoría cadete y juvenil." Retos, n. 60, p. 1260–1270, 2024. doi: 10.47197/retos.v60.107208. DOI: https://doi.org/10.47197/retos.v60.107208

Barbosa-Luna, Adrián E.; Tristán, José L.; Tomás, Inés; González, Alejandra; López-Walle, Jeanette M. "Climas motivacionales, motivación autodeterminada, afectos y burnout en deportistas: enfoque multinivel." Acción Psicológica, v. 14, n. 1, p. 105-118, 2017. doi: 10.5944/ap.14.1.19266. DOI: https://doi.org/10.5944/ap.14.1.19266

Brandstrom, Sture; Wiklund, Carin. "The social use of music and music education." Canadian Music Educator, v. 37, n. 3, p. 33–36, 1996.

Burnard, Pamela. "Bodily intention in children's improvisation and composition." Psychology of Music, v. 27, n. 2, p. 159–174, 1999. doi: 10.1177/0305735699272007. DOI: https://doi.org/10.1177/0305735699272007

Cecchini, José A.; González, C.; López-Prado, S.; Méndez-Giménez, A.; Fernández-Río, J. "The influence of the teacher of physical education on intrinsic motivation, self-confidence, anxiety, and pre- and post-competition mood states." European Journal of Sport Science, v. 4, p. 12–36, 2001. doi: 10.1080/17461390100071407. DOI: https://doi.org/10.1080/17461390100071407

Cid, María Jesús. "Los conservatorios superiores de Galicia durante la LOGSE." Revista Electrónica de LEEME, n. 29, p. 1-22, 2012. doi: 10.7203/LEEME.29.9833.

Creech, Andrea. "Learning a musical instrument: The case for parental support." Music Education Research, v. 12, n. 1, p. 13-32, 2010. doi: 10.1080/14613800903569237. DOI: https://doi.org/10.1080/14613800903569237

Creech, Andrea; Hallam, Susan. "Interaction in instrumental learning: the influence of interpersonal dynamics on parents." International Journal of Music Education, v. 27, n. 2, p. 94-106, 2009. doi: 10.1177/0255761409102318. DOI: https://doi.org/10.1177/0255761409102318

Cremades, Raquel; Herrera, Lucía; Lorenzo, Oswaldo. "Las motivaciones de los niños para aprender música en la escuela de música y danza de Melilla." DEDICA. Revista de Educação e Humanidades, n. 1, p. 293-318, 2011. doi: 10.30827/dreh.v0i1.7171. DOI: https://doi.org/10.30827/dreh.v0i1.7171

Deci, Edward L.; Ryan, Richard M. "The 'what' and 'why' of goal pursuits: human needs and the self-determination of behavior." Psychological Inquiry, v. 11, p. 227–268, 2000. doi: 10.1207/S15327965PLI1104. DOI: https://doi.org/10.1207/S15327965PLI1104_01

Duda, Joan L.; Balaguer, Isabel. "The coach-created motivational climate." In: Jowett, Sophia; Lavallee, David (Eds.). Social psychology in sport. Human Kinetics, 2007. p. 117–130. doi: 10.5040/9781492595878.ch-009. DOI: https://doi.org/10.5040/9781492595878.ch-009

Freer, Patrick; Evans, Paul. "Psychological needs satisfaction and value in students’ intentions to study music in high school." Psychology of Music, v. 46, p. 881–895, 2018. doi: 10.1177/0305735617731613. DOI: https://doi.org/10.1177/0305735617731613

Freer, Patrick; Evans, Paul. "Choosing to study music in high school: Teacher support, psychological needs satisfaction, and elective music intentions." Psychology of Music, v. 47, n. 6, p. 781-799, 2019. doi: 10.1177/0305735619864634. DOI: https://doi.org/10.1177/0305735619864634

Galván Mata, José Francisco; López-Walle, Jeanette M.; Pérez García, José Antonio; Tristán Rodríguez, José Luis; Medina Rodríguez, Raúl. "Clima motivacional en deportes individuales y de conjunto en atletas jóvenes mexicanos." Revista Iberoamericana de Psicología del Ejercicio y el Deporte, v. 8, n. 2, p. 393-410, 2013. Disponible en: http://www.redalyc.org/articulo.oa?id=311128824009.

Green, Lucy. Music, gender and education. Cambridge University Press, 1997. DOI: https://doi.org/10.1017/CBO9780511585456

Grolnick, Wendy S.; Ryan, Richard M.; Deci, Edward L. "Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents." Journal of Educational Psychology, v. 83, p. 508-517, 1991. DOI: https://doi.org/10.1037//0022-0663.83.4.508

Hallam, Susan. "The development of metacognition in musicians: Implications for education." British Journal of Music Education, v. 18, n. 1, p. 27-39, 2001. doi: 10.1017/S0265051701000122. DOI: https://doi.org/10.1017/S0265051701000122

Hallam, Susan. "Musical motivation: Towards a model synthesising the research." Music Education Research, v. 4, n. 2, p. 225-244, 2002. doi: 10.1080/1461380022000011939. DOI: https://doi.org/10.1080/1461380022000011939

Hallam, Susan. "Sex differences in the factors which predict musical attainment in school-aged students." Bulletin of the Council for Research in Music Education, n. 161-162, p. 107–117, 2004.

Hallam, Susan. "The power of music: Its impact on the intellectual, social and personal development of children and young people." International Journal of Music Education, v. 28, n. 3, p. 269-289, 2010. doi: 10.1177/0255761410370658. DOI: https://doi.org/10.1177/0255761410370658

Hallam, Susan. "What predicts level of expertise attained, quality of performance, and future musical aspirations in young instrumental players?" Psychology of Music, v. 41, n. 3, p. 267–291, 2013. doi: 10.1177/0305735611425902. DOI: https://doi.org/10.1177/0305735611425902

Hallam, Susan; Varvarigou, Maria; Creech, Andrea; Papageorgi, Ioulia; Gomes, Tania; Lanipekun, Jide; Rinta, Tiija. "Are there gender differences in instrumental music practice?" Psychology of Music, v. 45, n. 1, p. 116-130, 2017. doi: 10.1177/0305735616650994. DOI: https://doi.org/10.1177/0305735616650994

Hallam, Susan; Creech, Andrea; Varvarigou, Maria; Papageorgi, Ioulia. "Gender differences in musical motivation at different levels of expertise." Psychology of Music, v. 48, n. 5, p. 657-673, 2020. DOI: 10.1177/0305735618815955. DOI: https://doi.org/10.1177/0305735618815955

Hendricks, Karin S. "Changes in self-efficacy beliefs over time: Contextual influences of gender, rank-based placement, and social support in a competitive orchestra environment." Psychology of Music, v. 42, n. 3, p. 347-365, 2014. doi: 10.1177/0305735612471238. DOI: https://doi.org/10.1177/0305735612471238

Howe, Michael J. A.; Sloboda, John A. "Young musicians’ accounts of significant influences in their early lives. 1. The family and the musical background." British Journal of Music Education, v. 8, p. 39–52, 1991. DOI: https://doi.org/10.1017/S0265051700008056

Kaplan, Avi; Maehr, Martin L. "Achievement goals and student well-being." Contemporary Educational Psychology, v. 24, p. 330–358, 1999. doi: 10.1006/ceps.1999.0993. DOI: https://doi.org/10.1006/ceps.1999.0993

Kemp, Anthony E.; Mills, Janet. "Musical Potential." In: Parncutt, Richard; McPherson, Gary (Eds.). The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning. Oxford: Oxford University Press, 2002. p. 3-16. doi: 10.1093/acprof:oso/9780195138108.001.0001. DOI: https://doi.org/10.1093/acprof:oso/9780195138108.001.0001

Klinedinst, Richard E. "Predicting performance achievement and retention of fifth grade instrumental students." Journal of Research in Music Education, v. 39, p. 225-238, 1991. DOI: https://doi.org/10.2307/3344722

Long, Marion; Hallam, Susan; Creech, Andrea; Gaunt, Helena; Robertson, Lucy. "Do prior experience, gender, or level of study influence music students’ perspectives on master classes?" Psychology of Music, v. 40, n. 6, p. 683-699, 2012. doi: 10.1177/0305735610394709. DOI: https://doi.org/10.1177/0305735610394709

MacKenzie, Colin G. "Starting to learn to play a musical instrument: A study of boys’ and girls’ motivational criteria." British Journal of Music Education, v. 8, n. 1, p. 15–20, 1991. doi: 10.1017/S0265051700008032. DOI: https://doi.org/10.1017/S0265051700008032

Matthews, Warren K.; Kitsantas, Anastasia. "Group cohesion, collective efficacy, and motivational climate as predictors of conductor support in music ensembles." Journal of Research in Music Education, v. 55, n. 1, p. 6-17, 2007. doi: 10.1177/002242940705500102. DOI: https://doi.org/10.1177/002242940705500102

McCarthy, John F. "Individualized instruction, student achievement, and dropout in an urban elementary instrumental music program." Journal of Research in Music Education, v. 28, p. 59–69, 1980. DOI: https://doi.org/10.2307/3345053

McPherson, Gary E. "From child to musician: Skill development during the beginning stages of learning an instrument." Psychology of Music, v. 33, n. 1, p. 5-35, 2005. doi: 10.1177/0305735605048012. DOI: https://doi.org/10.1177/0305735605048012

Morgan, Lucy. "Children’s collaborative composition: Communication through music." [Tesis de doctorado, University of Leicester], 1998.

Mota, Graça. "Pesquisa e formação em educação musical." Revista da ABEM, v. 8, p. 11–16, 2003.

Nicholls, John G. "Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance." Psychological Review, v. 91, n. 3, p. 328–346, 1984. doi: 10.1037/0033-295X.91.3.328. DOI: https://doi.org/10.1037//0033-295X.91.3.328

Nicholls, John G. The competitive ethos and democratic education. Cambridge, MA: Harvard University Press, 1989.

Nielsen, Siw G. "Strategies and self-efficacy beliefs in instrumental and vocal individual practice: A study of students in higher music education." Psychology of Music, v. 32, n. 4, p. 418-431, 2004. doi: 10.1177/0305735604046099. DOI: https://doi.org/10.1177/0305735604046099

Nierman, Glenn E.; Veak, Mary H. "Effect of selected recruiting strategies on beginning instrumentalists’ participation decisions." Journal of Research in Music Education, v. 45, n. 3, p. 380-389, 1997. doi: 10.2307/3345533. DOI: https://doi.org/10.2307/3345533

Nordin-Bates, Sanna M.; Hill, Andrew P.; Cumming, Jennifer; Aujla, Imogen J.; Redding, Emma. "A longitudinal examination of the relationship between perfectionism and motivational climate in dance." Journal of Sport y Exercise Psychology, v. 36, n. 4, p. 382-391, 2014. doi: 10.1123/jsep.2013-0245. DOI: https://doi.org/10.1123/jsep.2013-0245

Ntoumanis, Nikos; Biddle, Stuart. "Affect and achievement goals in physical activity: A meta-analysis." Scandinavian Journal of Medicine y Science in Sports, v. 9, n. 6, p. 315–332, 1999. doi: 10.1111/j.1600-0838.1999.tb00253.x. DOI: https://doi.org/10.1111/j.1600-0838.1999.tb00253.x

Perkins, Rosie; Reid, Helen; Araújo, Liliana S.; Clark, Terry; Williamon, Aaron. "Perceived enablers and barriers to optimal health among music students: a qualitative study in the music conservatoire setting." Frontiers in Psychology, v. 8, 2017. doi: 10.3389/fpsyg.2017.00968. DOI: https://doi.org/10.3389/fpsyg.2017.00968

Phillips, Shelly L. Contributing factors to music attitude in sixth-, seventh-, and eighth-grade students. 2003. Tesis (Doctorado en Filosofía) – University of Iowa, Iowa City, 2003.

Quested, Eleanor; Duda, Joan L. "Perceptions of the motivational climate, need satisfaction, and indices of well- and ill-being among hip hop dancers." Journal of Dance Medicine and Science, v. 13, p. 10–19, 2009. doi: 10.1177/1089313X0901300102. DOI: https://doi.org/10.1177/1089313X0901300102

Robinson, Katherine A. "Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates." Educational Psychologist, v. 58, n. 2, p. 92–110, 2023. doi: 10.1080/00461520.2023.2198011. DOI: https://doi.org/10.1080/00461520.2023.2198011

Rose, Dawn; Burland, Karen; Blackstone, Kate; Alessandri, Elena. "Investigating the health and wellbeing of music students: Perspectives from schools of music in Switzerland and the UK." International Journal of Music Education, 2024. doi: 10.1177/02557614241262798. DOI: https://doi.org/10.1177/02557614241262798

Ruiz del Castillo, Esther. Proyecto de Dirección del Conservatorio Profesional de Música de Zaragoza. 2014. Trabajo de Fin de Máster (Máster en Dirección de Centros Educativos) – Universidad Internacional de La Rioja, Logroño, 2014.

Ryan, Richard M.; Deci, Edward L. Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: The Guilford Press, 2017. doi: 10.1521/978.14625/28806. DOI: https://doi.org/10.1521/978.14625/28806

Schatt, Matthew D. "High school instrumental music students’ attitudes and beliefs regarding practice: An application of attribution theory." Update: Applications of Research in Music Education, v. 29, n. 2, p. 29–40, 2011. DOI: https://doi.org/10.1177/8755123310396981

Sevil Serrano, Jorge; Aibar Solana, Alberto; Abós Catalán, Ángel; García González, Luis. "Motivational climate of teaching physical education: Could it affect student grades?" Retos, n. 31, p. 98–102, 2017. doi: 10.47197/retos.v0i31.46514. DOI: https://doi.org/10.47197/retos.v0i31.46514

Sloboda, John A. "Lectura a primera vista." Quodlibet: Revista de Especialización Musical, n. 32, p. 49–74, 2005.

Standage, Martyn; Treasure, Darren C. "Relationship among achievement goal orientations and multidimensional situational motivation in physical education." British Journal of Educational Psychology, v. 72, p. 87–103, 2002. doi: 10.1348/000709902158784. DOI: https://doi.org/10.1348/000709902158784

Stewart, James L. "Factors related to students’ decisions to continue in band." Contributions to Music Education, v. 32, n. 1, p. 59–74, 2005.

Theodosiou, Argiris; Mantis, Konstantinos; Papaioannou, Athanasios. "Student self-reports of metacognitive activity in physical education classes: Age-group differences and the effect of goal orientations and perceived motivational climate." Educational Research and Reviews, v. 3, n. 12, p. 353–364, 2008.

Thomson, Paula; Jaque, Victoria S. "Training the performing artist." In: Creativity and the Performing Artist: Behind the Mask. London: Academic Press, 2017. p. 205–221. doi: 10.1016/B978-0-12-804051-5.00013-5. DOI: https://doi.org/10.1016/B978-0-12-804051-5.00013-5

Valencia Déniz, Raquel. Motivación académica en alumnos del Conservatorio Profesional de Música de Las Palmas de Gran Canaria y Conservatorio Superior de Música de Canarias. 2011. Tesis (Doctorado en Educación) – Universidad de Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, 2011. Disponible en: https://acceda.ulpgc.es/handle/10553/5795.

Valenzuela, Ricardo; Codina, Nuria; Pestana, José V. "Gender-differences in conservatoire music practice maladjustment: Can contextual professional goals and context-derived psychological needs satisfaction account for amotivation variations?" PLoS ONE, v. 15, n. 5, e0232711, 2020. doi: 10.1371/journal.pone.0232711. DOI: https://doi.org/10.1371/journal.pone.0232711

Valverde, Esteban. A educación musical superior en Galicia ante o mundo do traballo: estudo cuantitativo e cualitativo. 2015. Tesis (Doctorado en Educación) – Universidade de Vigo, Vigo, 2015.

Vasil, Mary. "Extrinsic motivators affecting fourth-grade students’ interest and enrollment in an instrumental music program." Update: Applications of Research in Music Education, v. 32, n. 1, p. 74–82, 2013. doi: 10.1177/8755123313502345. DOI: https://doi.org/10.1177/8755123313502345

Welch, Graham F.; Hallam, Susan; Lamont, Alexandra; Swanwick, Keith; Green, Lucy; Hennessy, Sara; Cox, Gordon; O’Neill, Susan; Farrell, Gerry. "Mapping music education research in the UK." Psychology of Music, v. 32, n. 3, p. 239–290, 2004. DOI: https://doi.org/10.1177/0305735604043257

Downloads

Publicado

2025-03-26

Edição

v. 26 (2025): General Topics

Seção

Artigos em Português/Espanhol

Licença

Copyright (c) 2025 Per Musi

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

Licença Creative Commons
Exceto onde está indicado, o conteúdo neste site está sob uma Licença Creative Commons - Atribuição 4.0 Internacional.

Como Citar

“Influência Das variáveis sociodemográficas Na percepção Do Clima Motivacional Dos Alunos Do Ensino Superior De Música: Uma comparação Entre Espanha E Portugal”. 2025. Per Musi 26 (março): 1-16. https://doi.org/10.35699/2317-6377.2025.57387.