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Age-Related Differences in Musical Self-Regulation Among Canadian Music Learners

Title:

Age-Related Differences in Musical Self-Regulation Among Canadian Music Learners

Varela, Wynnpaul (2017) Age-Related Differences in Musical Self-Regulation Among Canadian Music Learners. PhD thesis, Concordia University.

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Abstract

This thesis examined age-related differences in the self-regulation of Canadian music learners based on extensive secondary analyses of survey data collected in 2014. Respondents involved 3,920 music students from across Canada, with stated ages of 7 to 78 years old. First, MANOVA analyses were conducted to determine the presence of age-related differences in musical self-regulation, with dependent variables comprising 18 factors previously derived from responses to the survey's closed-ended questions. Next, to better understand how the seven age groups differed, Discriminant Function Analyses (DFA) were performed, yielding weighted linear combinations of those factors which might best predict age groups. Finally, to shed further light on age-related differences, 1,184 responses to the survey's open-ended question were thematically coded. Findings from the quantitative data confirmed hypothesised age-related differences, with improvements across age groups for planning strategies, persistence in practising, intrinsic motivation to learn music and to practise, reflecting on progress, and motivation to practise. However, physical and mental reactions to performance, the perception of aural abilities, and the use of aural skills were found to deteriorate across age groups. The DFA yielded two functions accounting for 95% of the variance between age groups, but with moderate-to-weak effect sizes. The first of these held greater explanatory power and revealed that what best predicted membership in younger age groups was a combination of extrinsic motivation to practise, enjoying performing for others, a strong perception of aural skills, and a low tendency to reflect on practice strategies. The second function suggested that while extrinsic motivation continued to be one of the predictive factors, lack of enjoyment of music learning, poor motivation to practise well, and an avoidance of technical work and exam skills may also be critical. However, the model's overall classification rate (44.8%) suggested both functions should be interpreted with caution. Findings from the qualitative data further highlighted age-related differences and showed that the most frequently mentioned theme among the open-ended comments was self-regulation. Also notable were music learning, co-regulation, survey-related comments, socio-contextual factors, and comments about the conservatory system. The dissertation closes with a discussion of implications for education and further research.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (PhD)
Authors:Varela, Wynnpaul
Institution:Concordia University
Degree Name:Ph. D.
Program:Education
Date:November 2017
Thesis Supervisor(s):Abrami, Philip C.
Keywords:Self-regulated learning; music learning; co-regulation; self-efficacy; motivation; age-related differences; aural skills; music performance; music exams
ID Code:983445
Deposited By: WYNNPAUL VARELA
Deposited On:05 Jun 2018 14:49
Last Modified:05 Jun 2018 14:49

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