Related Experiment Video
Updated: Jul 18, 2025

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
The Dynamics of Mastery Motivation and Its Relationship with Self-Concept in Music Education
Márta Janurik1,2, Tun Zaw Oo2,3, Noémi Kis2,4
1Béla Bartók Faculty of Arts, University of Szeged, 6722 Szeged, Hungary.
Abstract:
Musical education hinges on students' mastery motivation and self-concept, which are crucial for effective musical learning. Despite the acknowledgement of their individual importance, the relationship between these factors within music education remains unexplored. Hence, this study aimed to investigate the dynamics of mastery motivation (MM) and its relationship with self-concept (SC) in the context of music education. A survey was administered to 139 Hungarian grade 7 students, employing a musical MM questionnaire, a musical SC inquiry, and the collection of demographic information collection. We employed descriptive statistics (IBM SPSS 23), a Rasch analysis (WINSTEPS), and correlational and regression analyses (R programming and SmartPLS4) for data analysis. The findings demonstrated that the utilized instruments were reliable and valid in measuring students' MM and SC in music education. This study revealed a strong positive correlation (r = 0.778) between students' MM and SC, with moderate to strong inter-relationships among various subfactors. Furthermore, comparisons unveiled significant disparities in musical MM across school levels, with higher MM and SC observed among female students. Furthermore, gender, a musical family background, and awareness of musical lesson usefulness were predictive factors for both students' MM and SC within music education. This study provides valuable insights for professionals and policy makers to enhance music education, nurturing students' musical growth effectively. By understanding the relationship between MM and SC and considering predictive factors, stakeholders can develop strategies that optimize the impact of music education on students' musical development.
More Related Videos
12:55Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
07:32Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
Published on: February 10, 2016
Related Concept Videos
Ryan and Deci's Self-Determination Theory
Autonomy is the need to feel in control of one's actions and decisions. For example, a student who chooses their research topic is likely to be more engaged and motivated than one who...
Secondary Motives: Power Motivation and Achievement Motivation
Power motivation is characterized by the desire to influence, control, or have an impact on others. It is shaped by an individual's experiences, social environment, and cultural context. People with high power motivation are...
Self-Concept
Infancy and Emerging Recognition
During infancy, self-concept is virtually nonexistent. Babies do not distinguish themselves as separate entities and often mistake their...
The Sense of Self: Reflected Self-Appraisal and Social Comparison
Self-Evaluation: Self-Enhancement and Self-Verification
Drive-Reduction Theory: Push Theory of Motivation