Intrinsic and Extrinsic Motivation among Collegiate Instrumentalists

Abstract

The purpose of this study was to gather and compare information on measures of intrinsic and extrinsic motivation among instrumentalists enrolled in collegiate ensembles. A survey instrument was developed to gather information concerning demographic data and responses to questions on motivational preference. Participants were undergraduate and graduate college instrumentalists (N=169) enrolled in band and orchestra ensembles at three universities in the southeastern United States. Results for all members of the survey indicate relatively high means for variables associated with intrinsic or task/learning orientations. Relatively low means were associated with variables regarded as extrinsic or performance/ego orientations. Factor analysis revealed three higher order constructs based upon all the motivation variables investigated in the study, these included Task/Learning, Performance/Ego, and Individual/Cooperative. Results suggest that musicians across a variety of populations consider intrinsic over extrinsic factors to be more motivating for musical activities. Implications for music education are discussed. For music educators, inspiring and maintaining student motivation is of great importance. In recent years, studies involving motivation in musical contexts have dealt with various topics, including motivation and musical achievement (Caimi, 1981; Asmus, 1986; Chandler, Chiarella, & Auria, 1987; Austin, 1988; Klinedinst, 1991; Schmidt 2005; Schmidt, Zdzinski, & Ballard, 2006), age and gender preferences, (Asmus, 1986; Sandene 1997; Schmidt 2005, Schmidt, Zdzinski, & Ballard, 2006), and musical aptitude (Asmus & Harrison, 1990; Harrison, Asmus, & Serpe, 1994). Subjects for these studies have included populations of elementary through high school students, (Asmus, 1986; Austin, 1988; Klindinst, 1991; Sandene 1997), college undergraduates (Asmus & Harrison, 1986; Harrison, Asmus, & Serpe, 1994; Schmidt, Zdsinski, & Ballard, 2006), and professional music educators (Caimi, 1981; LeBlanc & McCrary, 1990). Much of the focus throughout these studies has centered upon self-reported measures of internal and external motivation among musicians. These types of motivation preferences have been assessed using methodologies adapted from general education theories. In particular, Attribution Theory (Weiner, Neirenberg, & Goldstein, 1976) has received a great deal of attention among music education researchers. Attribution theory posits that future student actions are determined by how they view their past successes or failures at a given task. For example, if a student attributes their musical success to an intrinsic factor such as effort, they are more likely to continue working on musical tasks than if they believe it was because of external factors such as talent or luck. Results from attribution studies indicate that a majority of music students across academic levels, music populations, and school settings cite internal over external causes of attribution when describing personal successes and failures in relationship to musical activities (Asmus, 1986; Legette, 1986; Chandler, Chiarella, & Auria, 1987). Although attribution studies reflect a consistent preference for internal motivation among different music populations, other researchers have found divergent results. In a study by Madsen & Goins (2002), music education students reported higher levels of internal locus of control than music performance or music therapy majors. Additionally, some reports have suggested motivation differences based on gender (Asmus, 1986; Legette, 1986), while others have failed to find such differences (Schmidt 2005, Schmidt, Zdzinski, & Ballard, 2006). This has led researchers to question whether greater clarity regarding motivation constructs is needed to help account for contradicting results (Schmidt, 2005). In recent studies, researchers have relied upon the work of Marsh, Craven, Hinkley, & Debus (2003) in efforts at clarifying and combining motivation constructs. …