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

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.

References

Angel-Alvarado, R., Wilhelmi, M. R. y Belletich, O. (24 de agosto de 2017). Design-based research for Music Education: Didactical Engineering. En R. Angel-Alvarado (Presidencia), European Conference Educational Research. Copenhague, Dinamarca. Recuperado de http://www.eera-ecer.de/ecer-programmes/conference/22/contribution/40777/

Aróstegui, J. L. (2014). Fundamentos del currículo para la educación musical. En J. L. Aróstegui (Ed.), La música en educación primaria: Manual de formación del profesorado (pp. 19-42). Madrid: Dairea.

Belletich, O. & Wilhelmi, M. (2012). Estrategia de enseñanza-aprendizaje por acción razonada. Transmisión y adquisición del modelo educativo y de los Criterios pedagógicos en educación infantil. En P. Miralles & A. Mirete (Eds.), La formación del profesorado en Educación Infantil y Educación Primaria (pp. 315-322). Murcia: Universidad de Murcia. Recuperado de http://libros.um.es/editum/catalog/book/121

Burnard, P. (2016). Problematizing what counts as knowledge and the production of knowledges in music. En E. Georgii-Hemming, P. Burnard & S. Holgersen (Eds.), Professional knowledge in music teacher education (pp. 97-108). Nueva York, NY: Routledge.

Deci, E. & Ryan, R. (1980). Self-Determination Theory - The itiration of Psychophysiology and Motivation. Psychophysiology, 17(3), 321.

Deci, E. & Ryan, R. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. doi: 10.1207/S15327965PLI1104_01

Deci, E., Ryan, R., Gagné, M., Leone, D., Usunov, J. & Kornazheva, B. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27(8), 930-942. doi: 10.1177/0146167201278002

Epstein, S. (1998). Constructive Thinking: The key to emotional intelligence. Westport: Praeger.

Evans, P. (2015). Self-determination theory: An approach to motivation in music education. Musicae Scientiae, 19(1), 65-83. doi: 10.1177/1029864914568044

Fernet, C., Guay, F. & Senécal, C. (2004). Adjusting to job demands: The role of work self-determination and job control in predicting burnout. Journal of vocational behavior, 65, 39-56. doi: 10.1016/S0001-8791(03)00098-8

Gagné, M. & Deci, E. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362. doi: 10.1002/job.322

Gagné, M. (2009). A Model of knowledge-sharing motivation. Human Resource Management, 48(4), 571-589. doi: 10.1002/hrm.20298

Gagné, M., Forest, J., Vansteenkiste, M., Crevier-Braud, L., Van den Broeck, A., Kristin, A., Bellerose, J., Benabou, C., Chemolli, E., Güntert, S., Halvari, H., Laksmi, D., Johnson, P., Hauan, M., Naudin, M., Ndao, A., Hagen, A., Roussel, P., Wang, Z. & Westbye, C. (2014). The multidimensionnal work motivation scale: Validation evidence in seven languages and nine countries. European Journal of Work and Organizational Psychology, 1-19. doi: 10.1080/1359432X.2013.877892

Georgii-Hemming, E. & Lilliedahl, J. (2014). Why "what" on the content dimensions of music didactics. Philosophy of music education review, 22(2), 132-155. doi: 10.2979/philmusieducrevi.22.2.132

Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B. & Vansteenkiste, M. (2013). Observing physical education teachers' need-supportive interactions in classroom setting. Journal of sport & exercises psychology, 35(1), 3-17.

Legault, L., Green-Demers, I. & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98(3), 567-582. doi: 10.1037/0022-0663.98.3.567

Parker, S., Jimmieson, N., y Amiot, C. (2010). Self-determination as a moderator of demands and control: Implications for employee strain and engagement. Journal of Vocational Behavior, 76, 52-67. doi: 10.1016/j.jvb.2009.06.010

Ryan, R. (1993). Agency and organization: Intrinsic motivation, autonomy and the self in psychological development. En J. Jacobs (Ed.), Nebraska symposium on motivation: Developmental perspectives on motivation (pp. 1–56). Lincoln: University of Nebraska Press.

Ryan, R. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63(3), 397-427.

Ryan, R., Kuhl, J. & Deci, E. (1997). Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and Psychopathology, (9), 701-728.

Ryan, R. & Deci, E. (2000). Self -Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and well-Being. American Psychologist, 55(1), 68-78. doi: 10.1037110003-066X.55.1.68

Ryan, R. & Deci, E. (2002). An overview of self-determination theory: An organismic-dialectical perspective. En E. Deci y R. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester: University of Rochester Press.

Salanova, M., Hontangas, P. & Peiró, J. (2007). Motivación laboral. En J. Peiró & F. Prieto (Eds.), Tratado de Psicología del Trabajo: La actividad laboral en su contexto (pp. 215-249). Madrid: Síntesis.

Sicherl, B., Kordeš, U. y Holcar, A. (2017). Assessment for learning in music education in the Slovenian context – from punishment or reward to support. Music education research, 19(1), 17-28. doi: 10.1080/14613808.2015.1077800

Silva, M., Marques, M. & Teixeira, P. (2014). Testing theory in practice: The exampled of self-determination theory-based interventions. The European Health Psychologist, 16(5), 171-180. doi: 10.1186/1479-5868-9-20

Van den Broeck, A., Vansteenkiste, M., De Witte, H., Soenens, B. & Lens, W. (2010). Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the work-related basic need satisfaction scale. Journal of occupational and organizational psychology, 83, 981-1002. doi: 10.1348/096317909X481382

Yu-Lan, S. & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational psychology review, 23(1), 159-188. doi: 10.1007/s10648-010-9142-7

Published
2019-04-03
How to Cite
Angel-Alvarado, R., Belletich, O., & Wilhelmi, M. (2019). Motivation of Secondary Education Students in Soundscape Activities: A Quasi-Experimental Study in a Context of Social Vulnerability. Revista Electrónica Educare, 23(2), 1-17. https://doi.org/10.15359/ree.23-2.18
Section
Articles (Peer Reviewed Section)