Relationships among impulsivity, achievement goal motivation, and the music practice of High School wind players

• Autores: Peter Miksza
• Localización: Bulletin of the Council for Research in Music Education, ISSN 0010-9894, Nº 180, 2009, págs. 9-27
• Idioma: inglés
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• Resumen

  • The primary purpose of this study was to investigate relationships among impulsivity, achievement goal motivation, and the performance achievement of high school wind players (N = 60). An additional purpose was to examine how impulsivity and achievement goal motivation were related to observed practice behaviors. Subjects practiced in three, 25-minute sessions and completed the Eysenck Impulsiveness7 Questionnaire (Eysenck, Pearson, Easting, & Allsop, 1985) as well as a researcher-adaptation of the Elliot and McGregor (2001) 2 X 2 Achievement Goal Questionnaire. Reliability for the impulsivity and achievement goal sub-scales, performance ratings, and observed behaviors ranged from adequate to excellent. Results showed significant (p < .01) curvilinear growth in performance achievement with rapid gains made across day one, a peak in the rate of improvement at day two, and a plateau at day three. Impulsiveness, venturesomeness, and mastery-approach motivation were significant predictors of performance achievement. Multi-level model analyses indicated that including venturesomeness and mastery-approach as simultaneous predictors explained 19% of the variance among subjects� initial performance achievement scores. Small correlations were detected between impulsiveness and the behaviors whole-part-whole and slowing and between mastery-goal motivation and skipping directly to or just before the critical musical sections of the etude.