Motivation of Secondary Education Students in Soundscape Activities: A Quasi-Experimental Study in a Context of Social Vulnerability

Authors

DOI:

https://doi.org/10.15359/ree.23-2.18

Keywords:

motivación, educación musical, teoría de la autodeterminación, paisaje sonoro, necesidades psicológicas innatas, actitud laboral.

Abstract

Self-Determination Theory (SDT) establishes that self-determined behavior depends on the satisfaction of three innate psychological needs: autonomy, competence, and relatedness. In this study, we will establish the behavior that six teams of secondary education students display when carrying out creative activities linked to the soundscape, in the framework of the music subject in Chile’s education system. This quasi-experimental study is posed from the hermeneutic pedagogy as it considers the interaction between musicology and didactical intervention for interpreting student behavior in conformity with SDT. The qualitative data analysis entails the triangulation of a variety of tools, such as focal interviews and direct observation techniques. According to the results, most of the participants do not show self-determined behaviors during creative activities as they undergo both internal and external pressures within their teams. In conclusion, self-determination depends on the satisfaction of the three innate psychological needs.

Author Biographies

Rolando Angel-Alvarado, Universidad Pública de Navarra

Doctorando en Humanidades y Ciencias Sociales de la Universidad Pública de Navarra (UPNA), con financiamiento de la Comisión Nacional de Investigación Científica y Tecnológica de Chile [CONICYT]. Entre sus antecedentes destacan su beca doctoral CONICYT, su premio como investigador emergente por la Asociación Europea de Investigación Educativa y sus publicaciones sobre educación musical en diversos espacios internacionales.

Olga Belletich, Universidad Pública de Navarra

Profesora del Departamento de Psicología y Pedagogía y actual Coordinadora de Calidad de la Facultad de Ciencias Humanas y Sociales de la UPNA. Es miembro del grupo de investigación Educación, desarrollo profesional y desarrollo social, desde donde ha impulsado investigaciones transculturales que analizan cómo los modelos, criterios y contextos pedagógicos condicionan y posibilitan el aprendizaje.

Miguel Wilhelmi, Universidad Pública de Navarra

Profesor del Departamento de Matemáticas y actual Decano de la Facultad de Ciencias Humanas y Sociales de la UPNA. Responsable del grupo de investigación Didáctica de las matemáticas, impulsa el desarrollo de métodos de investigación cualitativos y cuantitativos para las didácticas específicas, con especial interés por la Teoría de Situaciones Didácticas y el Enfoque Ontosemiótico.

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Published

2019-04-03

How to Cite

Motivation of Secondary Education Students in Soundscape Activities: A Quasi-Experimental Study in a Context of Social Vulnerability (R. Angel-Alvarado, O. Belletich, & M. Wilhelmi , Trans.). (2019). Revista Electrónica Educare, 23(2), 1-17. https://doi.org/10.15359/ree.23-2.18

Issue

Section

Journal Articles (Peer Reviewed Section)

How to Cite

Motivation of Secondary Education Students in Soundscape Activities: A Quasi-Experimental Study in a Context of Social Vulnerability (R. Angel-Alvarado, O. Belletich, & M. Wilhelmi , Trans.). (2019). Revista Electrónica Educare, 23(2), 1-17. https://doi.org/10.15359/ree.23-2.18

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