Testing Motivacional theories in Music Education: the role of Effort and Gratitude
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Testing Motivacional theories in Music Education: the role of Effort and Gratitude

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Testing Motivacional theories in Music Education: the role of Effort and Gratitude

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dc.contributor.author Bernabé-Valero, Gloria
dc.contributor.author Blasco Magraner, José Salvador
dc.contributor.author Moret-Tatay, Carmen
dc.date.accessioned 2021-02-08T17:56:20Z
dc.date.available 2021-02-08T17:56:20Z
dc.date.issued 2019
dc.identifier.uri https://hdl.handle.net/10550/77717
dc.description.abstract Acquiring musical skills requires sustained effort over long periods of time. This work aims to explore the variables involved in sustaining motivation in music students, including perceptions about one's own skills, satisfaction with achievements, effort, the importance of music in one's life, and perception of the sacrifice made. Two models were developed in which the variable of gratitude was included to integrate positive psychology into the motivational area of music education. The first predicts effort, while the second predicts gratitude. The models were tested using a sample of 84 music students. Both models were fitted using Bayesian analysis techniques to examine the relationship between variables and showed adequate goodness of fit. These models emphasize the role of cognition and motivation in music education and, more precisely, the relationship between effort and gratitude.
dc.relation.ispartof Frontiers In Behavioral Neuroscience, 2019, vol. 13, num. 172, p. 1-9
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Bernabé-Valero, Gloria Blasco Magraner, José Salvador Moret-Tatay, Carmen 2019 Testing Motivacional theories in Music Education: the role of Effort and Gratitude Frontiers In Behavioral Neuroscience 13 172 1 9
dc.subject Motivació en l'educació
dc.subject Música Ensenyament
dc.title Testing Motivacional theories in Music Education: the role of Effort and Gratitude
dc.type info:eu-repo/semantics/article
dc.date.updated 2021-02-08T17:56:21Z
dc.identifier.doi https://doi.org/10.3389/fnbeh.2019.00172
dc.identifier.idgrec 138063

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