Abstract
The self-concept of the students of professional music education linked to the perceived motivational climate within the academic environment are key elements in the success of this educational stage. The method used is descriptive with a quasi-experimental design. The participants were 192 students of different musical disciplines from professional conservatories in the province of Pontevedra (Galicia-Spain) and the following instruments were used as a means of evaluation: the Perceived Motivational Climate Scale (CF-15) to measure the degree of impact of the academic environment and the AMAC questionnaire (Musical Self-Concept in Conservatory Students) to analyse the musical self-concept of the students. The independent variables selected were family influence, musical participation outside the school and the prospect of pursuing higher education. Based on the results through the instruments described above, we observe that the independent variable “family background” does not significantly influence the musical self-concept or the motivational climate. In contrast, participation in musical ensembles affects all factors of both constructs, and students who show interest in pursuing higher education also obtain significantly higher scores on musical self-concept and perceived motivational climate. These data allow us to design interventions aimed at improving students’ musical experience.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
MUSICAL SELF-CONCEPT, MOTIVATIONAL CLIMATE, MUSIC CONSERVATORY, PROFESSIONAL MUSIC EDUCATION
