Abstract
This study aims to investigate the psychological influence of music on educational motivation in adolescents.
A total of 600 students from 4 different schools were included in the study. Participants were randomized into two equal groups as experiment and controls. The “Music - education motivation” methodology was applied to the experimental group during one educational year. After a year, the educational motivation status of students was assessed by “Studying the Motivation of Adolescent Learning” (SMAL) and “Diagnosis of Educational Motivation of Schoolchildren” (DEMS) surveys. The results of a total of 350 students including 250 experimental (130 female, mean age 13.9±2 years) and 100 control (50 female, mean age 12.8±3 years) groups were analyzed. A statistically significant difference was found between the two groups according to the results of the SMAL survey (p = .01). Also, the DEMS questionnaire revealed that the self-improvement and communicative motivations of the students in the experimental group were significantly higher than controls (p < .05). In this study, it was shown that music-enriched education is associated with learning motivations in adolescents. As a result of the study, it can be said that the education model that includes music and art positively affects the educational motivation of teenagers.
Keywords
References
- Anatolyevna, Y. S. (2004). Methodology for studying the motivation of adolescents' learning. On the topic "Knowledge - children of surprise and curiosity", Kovdor. Retrieved from: http://svetlana.pro/reader/54.html
- Badmaeva, N. T. (2004). Methodology for the diagnosis of educational motivation of schoolchildren (methodology of M.V. Matyukhina modified by N.T. Badmaeva). The influence of the motivational factor on the development of mental abilities, Monograph (pp. 149-150). Retrieved from: https://ignorik.ru/docs/metodika-dlya-diagnostiki-uchebnoj-motivacii-shkolenikov-m.html
- Colwell, R., & Davidson, L. (1996). Musical ıntelligence and the benefits of music education. NASSP Bulletin, 80, 55-64.
- Črnčec, R., Wilson, S. J., & Prior, M. (2006). The cognitive and academic benefits of music to children: Facts and fiction. Educational Psychology, 26(4), 579-594.
- Eren, B. (2015). the use of music ınterventions to ımprove social skills in adolescents with autism spectrum disorders in ıntegrated group music therapy sessions. Procedia - Social and Behavioral Sciences, 197, 207-213.
- Gardner, H. (1993). Frames of mind: The theory of multiple intelligences 10th anniversary ed. New York: Basic Books.
- Hu, X., Chen, J., & Wang, Y. (2021). University students’ use of music for learning and well-being: A qualitative study and design implications. Information Processing and Management, 58(1), 102409.
- Hyde, K. L., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A. C., & Schlaug, G. (2009). Musical training shapes structural brain development. Journal of Neuroscience, 29(10), 3019-3025.
- Jentschke, S., & Koelsch, S. (2009). Musical training modulates the development of syntax processing in children. NeuroImage, 47(2), 735-44.
- Koelsch, S. (2014). Brain correlates of music-evoked emotions. Nat Rev Neurosci, 15(3), 170-80. Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511-514.
- Snyder, S. (1997). Developing musical ıntelligence: why and how. Early Childhood Education Journal, 24(3), 165-171.
- Talamini, F., Grassi, M., Toffalini, E., Santoni, R., & Carretti, B. (2018). Learning a second language: Can music aptitude or music training have a role? Learning and Individual Differences, 64, 1-7.
- Taruffi, L., Pehrs, C., Skouras, S., & Koelsch, S. (2017). Effects of sad and happy music on mind-wandering and the default mode network. Sci Rep, 7(1), 1-10
Abstract
This study aims to investigate the psychological influence of music on educational motivation in adolescents.
A total of 600 students from 4 different schools were included in the study. Participants were randomized into two equal groups as experiment and controls. The “Music - education motivation” methodology was applied to the experimental group during one educational year. After a year, the educational motivation status of students was assessed by “Studying the Motivation of Adolescent Learning” (SMAL) and “Diagnosis of Educational Motivation of Schoolchildren” (DEMS) surveys. The results of a total of 350 students including 250 experimental (130 female, mean age 13.9±2 years) and 100 control (50 female, mean age 12.8±3 years) groups were analyzed. A statistically significant difference was found between the two groups according to the results of the SMAL survey (p = .01). Also, the DEMS questionnaire revealed that the self-improvement and communicative motivations of the students in the experimental group were significantly higher than controls (p < .05). In this study, it was shown that music-enriched education is associated with learning motivations in adolescents. As a result of the study, it can be said that the education model that includes music and art positively affects the educational motivation of teenagers.
Keywords
References
- Anatolyevna, Y. S. (2004). Methodology for studying the motivation of adolescents' learning. On the topic "Knowledge - children of surprise and curiosity", Kovdor. Retrieved from: http://svetlana.pro/reader/54.html
- Badmaeva, N. T. (2004). Methodology for the diagnosis of educational motivation of schoolchildren (methodology of M.V. Matyukhina modified by N.T. Badmaeva). The influence of the motivational factor on the development of mental abilities, Monograph (pp. 149-150). Retrieved from: https://ignorik.ru/docs/metodika-dlya-diagnostiki-uchebnoj-motivacii-shkolenikov-m.html
- Colwell, R., & Davidson, L. (1996). Musical ıntelligence and the benefits of music education. NASSP Bulletin, 80, 55-64.
- Črnčec, R., Wilson, S. J., & Prior, M. (2006). The cognitive and academic benefits of music to children: Facts and fiction. Educational Psychology, 26(4), 579-594.
- Eren, B. (2015). the use of music ınterventions to ımprove social skills in adolescents with autism spectrum disorders in ıntegrated group music therapy sessions. Procedia - Social and Behavioral Sciences, 197, 207-213.
- Gardner, H. (1993). Frames of mind: The theory of multiple intelligences 10th anniversary ed. New York: Basic Books.
- Hu, X., Chen, J., & Wang, Y. (2021). University students’ use of music for learning and well-being: A qualitative study and design implications. Information Processing and Management, 58(1), 102409.
- Hyde, K. L., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A. C., & Schlaug, G. (2009). Musical training shapes structural brain development. Journal of Neuroscience, 29(10), 3019-3025.
- Jentschke, S., & Koelsch, S. (2009). Musical training modulates the development of syntax processing in children. NeuroImage, 47(2), 735-44.
- Koelsch, S. (2014). Brain correlates of music-evoked emotions. Nat Rev Neurosci, 15(3), 170-80. Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511-514.
- Snyder, S. (1997). Developing musical ıntelligence: why and how. Early Childhood Education Journal, 24(3), 165-171.
- Talamini, F., Grassi, M., Toffalini, E., Santoni, R., & Carretti, B. (2018). Learning a second language: Can music aptitude or music training have a role? Learning and Individual Differences, 64, 1-7.
- Taruffi, L., Pehrs, C., Skouras, S., & Koelsch, S. (2017). Effects of sad and happy music on mind-wandering and the default mode network. Sci Rep, 7(1), 1-10
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | April 19, 2022 |
| Submission Date | November 28, 2021 |
| Published in Issue | Year 2022 Volume: 7 Issue: 1 |
Academia Journal of Educational Research