Papel da motivação intrínseca no processo de domínio do piano
DOI:
https://doi.org/10.35699/2317-6377.2022.39891Palavras-chave:
Motivação intrínseca, Piano, Estudantes, Educação musical superiorResumo
O artigo apresenta os resultados de um estudo destinado a analisar o papel da motivação intrínseca no processo de domínio do piano. O estudo utilizou vários métodos para identificar os factos da influência da motivação intrínseca no processo de domínio do piano para estudantes de instituições de ensino musical e para pessoas que escolheram um caminho diferente no ensino superior. O estudo revelou uma série de factos interessantes que ajudarão a analisar o problema da motivação no contexto dos motivos internos de domínio de um instrumento musical como o piano.
Referências
Asmus, Edward. 1994. “Motivation in music teaching and learning.” The Quaterly Journal of Music Teaching and Learning 5, 5-32. http://www-usr.rider.edu/~vrme/v16n1/volume5/visions/winter2.pdf
Barthes, Roland. 1977. “Fragments d'un discoursamoureux.” Paris: Seuil. https://monoskop.org/images/d/d4/Barthes_Roland_Fragments_d%27un_discours_amoureux_1977.pdf
Beswick, David. 2017. “Cognitive Motivation From Curiosity to Identity, Purpose and Meaning.” Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/9781316822920.003
Bondarenko, Аnastasiya, and Nalyvaiko, Oleksii. 2021. “Internal motivation of students as a priority component of learning to play the piano.” Educological Discourse 34(3), 83–95. https://doi.org/10.28925/2312-5829.2021.36
Botstein, Leon. 2020. “The future of music in America: the challenge of the COVID-19 pandemic.” The Musical Quarterly 102, 351–360. https://doi.org/10.1093/musqtl/gdaa007
Bowden, Harriet W. 2010. “The intermediate piano student: An investigation of the impact of learning material on motivation.” Master's thesis, James Cook University, Townsville, Australia. https://researchonline.jcu.edu.au/18992/
Cheng, Zijia, 2021. “Students’ Motivation in Piano Learning: A Case Study in Australia.” Doctoral thesis, Monash University. https://doi.org/10.26180/13697617.v1
Cheng, Zijia, and Southcott, Jane E. 2016. “Improving students’ intrinsic motivation in piano learning: Expert teacher voices.” Australian Journal of Music Education 50(2), 48-57. https://files.eric.ed.gov/fulltext/EJ1146385.pdf
Comeau, Gilles, Veronika, Huta, Lu, Yuanyuan, and Swirp, Mikael. 2019. “The Motivation for Learning Music (MLM) questionnaire: Assessing children’s and adolescents’ autonomous motivation for learning a musical instrument.” MotivEmot 43, 705–718. https://doi.org/10.1007/s11031-019-09769-7
Deci, Edward L., and Ryan, Richard M. 1985. “Intrinsic Motivation and Self-Determination in Human Behavior.” New York: Plenum. http://dx.doi.org/10.1007/978-1-4899-2271-7
Dubé, France. 2014. “Motiver le jeune élève pour son apprentissage musical : un art pédagogique.” In Comment favoriser la motivation du jeuneinstrumentiste? actes des journées d’étude francoquébécoises de recherche et pratique en pédagogieinstrumentale (pp. 16–20). Toulouse: édition isdaT spectacle vivant https://www.isdat.fr/content/uploads/2016/02/Actes_Colloques_Comment-favoriser-la-motivation-du-jeune-instrumentiste_isdat.pdf
Eğilmez, Hatice O., and Engür, Doruk. 2017. “An Analysis of Students’ Self-Efficacy and Motivation in Piano, Based on Different Variables and the Reasons for Their Failure.” Educational Research and Reviews 12(3), 155–163. https://doi.org/10.5897/ERR2016.3096
Fenouillet, Fabien. 2011. “Note de synthèse : La place du concept de motivation en formation pour adulte.” Savoirs 25, 9-46. https://www.lesmotivations.net/IMG/pdf/fenouillet_savoirs_2011.pdf
Fenouillet, Fabien. 2012. “Les conceptions hédoniques de la motivation.” Pratiques Psychologiques 18, 121-131. https://www.lesmotivations.net/IMG/pdf/fenouillet_2012_motivation_bien_etre.pdf
Fritz, Barbara S. and Avsec, Andreja 2007. “The experience of flow and subjective well-being of music students.” Psihološka Obzorja / Horizons of Psychology 16(2), 5–17. https://www.researchgate.net/publication/285086453_The_experience_of_flow_and_subjective_well-being_of_music_students
Fukuya, Yuto, Takegawa, Yoshinari, and Yanagi, Hidekatsu. 2013. “A Piano Learning Support System considering Motivation.” Proceeding of International Computer Music Conference (ICMC2013), (pp. 62-68). http://hdl.handle.net/2027/spo.bbp2372.2013.007
Gorbunova, Irina B. 2018. “New tool for a musician.” In 15th International Conference on Education, Economics, Humanities and Interdisciplinary Studies (EEHIS-18). International Conference Proceedings (pp. 144-149). https://doi.org/10.17758/URUAE2.AE06184024
Gordeeva, Tamara, Sychev, Oleg, and Osin, Evgeny N. 2014. “Questionnaire "Scales of Academic Motivation".” Psychological Journal 35, 96–107. https://publications.hse.ru/pubs/share/folder/y93jdtmioo/122549995.pdf
Guillemet-Messire, Gabin. 2021. “La motivation et la place d`elevedansl`institution.” Master's thesis, Centre de formation des enseignants de la danseet de la musique de Normandie. https://www.cefedem-normandie.fr/images/PDF/mem2021_GUILLEMET-MESSIRE_Gabin__La_motivation_et_la_place_de_leleve_dans_linstitution.pdf
Guirard, Laurent. 1999. “Abandonner la musique ?! Psychologie de la motivation etapprentissage musical.” Paris: Anne Marie GREEN. https://hal.archives-ouvertes.fr/hal-01271267
Hallam, Susan. 2010. “Music education: The role of affect.” In Handbook of music and emotion: Theory, research, applications edited by P. N. Juslin J. and A. Sloboda, (pp.791–817). Oxford: Oxford University Press. https://psycnet.apa.org/record/2010-02543-028
Harris, Amanda K. 2017. “Motivation in Private Piano Instruction for Adolescents: A Social Cognitive Analysis of Piano Pedagogy.” Doctoral dissertation, University of Washington.
Heutte, Jean. 2011. “La part du collectif dans la motivation et son impact sur le bien-être comme médiateur de la réussite des étudiants : Complémentarités et contributions entre l'autodétermination, l'auto-efficacité et l'autotélisme.” Doctoral thesis, Université Paris-Nanterre. https://tel.archives-ouvertes.fr/tel-00933690/document
Huguet-Benabdelmouna, Marie-Céline. 2007. “La réussite en éducation musicale : des facteurs individuels aux facteurs contextuels.” Doctoral thesis, Université de Bourgogne.
Huizinga, Johan. 1949. “Homo Ludens: A Study of the Play-Element of Culture.” London: Routledge&Kegan Paul. https://bibliodarq.files.wordpress.com/2014/06/huizinga-j-homo-ludens.pdf
Isman, Aytekin, and Ozlem Canan G. 2014. “Digital citizenship.” Turkish Online Journal of Educational Technology-TOJET 13(1), 73-77. https://files.eric.ed.gov/fulltext/EJ1018088.pdf
King, Karen. 2016. “Parting Ways with Piano Lessons: Predictors, Invoked Reasons, and Motivation Related to Piano Student Dropouts.” Master's thesis, University of Ottawa. https://ruor.uottawa.ca/bitstream/10393/35033/1/King_Karen_2016_thesis.pdf
Kirnarskaya, Dina. 2014. “Musical talent as a universal model of giftedness.” PHILHARMONICA. International Music Journal 1, 105-112. https://nbpublish.com/library_get_pdf.php?id=30421
Lecocq, Aurélie, and Suchaut, Bruno. 2012. “L'influence de la musique sur les capacitéscognitives et les apprentissages des élèves en maternelle et au courspréparatoire : note de synthèse.” https://halshs.archives-ouvertes.fr/halshs-00746512/document
Milman, Vadim V. 1990. “Method of studying the motivational sphere of personality. ” In Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation. http://www.miu.by/kaf_new/mpp/017.pdf
Moore, Kent. 2012. “Why Do Children Drop Out of Piano Lessons?” Retrieved from https://coppellpianoshop.wordpress.com/2012/02/08/why-do-children-drop-out-of-piano-lessons/
Nalyvaiko, Oleksii, and Lykhoshvai, Kseniia. 2021. “Impact of higher music education on coping with stress during COVID-19. ” Engineering and Educational Technologies 9(3), 55-67. https://doi.org/10.30929/2307-9770.2021.09.03.05
Ömür, Özlem. 2021. “Characteristics of Generation Z Piano Students From the Perspective of Piano Teachers.” International Journal of Education and Literacy Studies 9(4), 278-285. https://doi.org/10.7575/aiac.ijels.v.9n.4p.278
Pasteur, Louis. 1882. “Discours de réceptionl’Académie française.” https://www.academie-francaise.fr/discours-de-reception-de-louis-pasteur
Pavlenko, Hanna. 2020. “Personal dispositions as a resource of psychological well-being in conditions of uncertainty.” Doctoral thesis, V. N. Karazin Kharkiv National University. http://ekhnuir.univer.kharkov.ua/handle/123456789/16020
Rostovska, Iryna O. 2017. “Theoretical and methodological foundations of the formation of motivation to learn to play the piano in future teachers of music. ” Scientific journal of National Pedagogical Dragomanov University. Series 14. Theory and methodology of arts education 22(2), 50-55. http://nbuv.gov.ua/UJRN/Nchnpu_014_2017_22%282%29__11
Schmidt, Charles P. 2007. “Intrinsic-Mastery Motivation in Instrumental Music: Extension of a Higher Order Construct. ” Bulletin of the Council for Research in Music Education 173, 7–23. http://www.jstor.org/stable/40319467
Simon, Jerald. 2021. “Piano Students – How and Why Do We Do It – if at all? ” Retrieved from https://musicmotivation.com/motivating-piano-students-how-and-why-do-we-do-it-if-at-all-by-jerald-simon/
Terrien, Pascal, and Güsewell, Angelika. 2021. “Continuité pédagogique et enseignement à distance dans l’enseignement supérieur musical.” Revue internationale des technologies en pédagogie universitaire 18(1), 139-156. https://doi.org/10.18162/ritpu-2021-v18n1-13
Toropova, Alla. 2011. “Motivation for art and the problem of its development.” Personal Development 2, 116–126. https://cyberleninka.ru/article/n/motivatsiya-k-zanyatiyam-iskusstvom-i-problema-ee-razvitiya
Vallerand, Robert J., Blais, Marc R., Brière, Nathalie M., and Pelletier, Luc G. 1989. “Construction et validation de l’échelle de motivation en éducation.” Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement 21(3), 323-349.
Volyuvach, Elena. 2005. “Formation of motivation for teaching pianoforte junior schoolchildren.” Abstract of the dissertation, Krasnodar. https://static.freereferats.ru/_avtoreferats/01002830973.pdf
Weiner, Bernard. 1979. “A theory of motivation for some classroom experiences.” Journal of Educational Psychology, 71(1), 3–25. https://doi.org/10.1037/0022-0663.71.1.3
Wrigley, William J., and Emmerson, Stephen B. 2013. “The experience of the flow state in live music performance. ” Psychology of Music 41(3), 292–305. https://doi.org/10.1177/0305735611425903
Yerkes, Robert M., and Dodson, John D. 1908. “The Relation of Strength of Stimulus to Rapidity of Habit Formation.” Journal of Comparative Neurology & Psychology 18, 459–482. https://doi.org/10.1002/cne.920180503
Yudovina-Galperina, Tatyana B. 2002. “At the piano without tears, or I am a children's teacher.” St. Petersburg: Union of Artists. https://www.litmir.me/br/?b=549508
Zamfir, Korinna. 2006. “Motivation of professional activity (modified by A. Rean).” In Collection of psychological tests. Part III: Handbook (pp. 16-18). Minsk: ENVILA Women's Institute. https://school14.npi-tu.ru/assets/files/docs/psycho/Mironova-sbornik-3.pdf
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2022 Per Musi
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Exceto onde está indicado, o conteúdo neste site está sob uma Licença Creative Commons - Atribuição 4.0 Internacional.
