{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/85813"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/85813","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Motivational Beliefs About Music and Six Other School Subjects: The Mexican Context","abstract":"Results of confirmatory factor analyses support the theoretical constructs of expectancies and values as the main factors explaining both student and teacher motivation. Results of the analysis of variance suggest that expectancies and value beliefs attached to music were similar for both students and teachers. Music was considered the least valued of the seven school subjects with both students and teachers holding lower expectations for success in learning and teaching this subject. Overall, teachers showed higher expectancies and value beliefs toward the academic subjects (Math, Spanish, Science, and History) than did students. Students who were learning an instrument or voice displayed distinctly more positive motivation toward music and all other subjects than did non-music learners. No significant differences, however, were found in teachers' motivation to teach music, even for those who possessed a musical background. The findings of the study highlight the need to change perceptions by addressing misconceptions about the nature of music as a school subject and by educating teachers, parents, educational authorities, and students about the value of music in students' overall education.","abstract_html":"Results of confirmatory factor analyses support the theoretical constructs of expectancies and values as the main factors explaining both student and teacher motivation. Results of the analysis of variance suggest that expectancies and value beliefs attached to music were similar for both students and teachers. Music was considered the least valued of the seven school subjects with both students and teachers holding lower expectations for success in learning and teaching this subject. Overall, teachers showed higher expectancies and value beliefs toward the academic subjects (Math, Spanish, Science, and History) than did students. Students who were learning an instrument or voice displayed distinctly more positive motivation toward music and all other subjects than did non-music learners. No significant differences, however, were found in teachers' motivation to teach music, even for those who possessed a musical background. The findings of the study highlight the need to change perceptions by addressing misconceptions about the nature of music as a school subject and by educating teachers, parents, educational authorities, and students about the value of music in students' overall education.","abstract_has_math":false,"creators":["Gonzalez Moreno, Patricia Adelaida"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Music","degree_department":null,"school":null,"contributors":["Gary E. 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