Music academic performance: effect of intrinsic motivation and critical thinking

被引：13

作者：

Leon, Jaime ^{[1
]}

Nunez, Juan L. ^{[2
]}

Ruiz-Alfonso, Zuleica ^{[1
]}

Bordon, Beatriz ^{[3
]}

机构：

[1] Univ Las Palmas Gran Canaria, Dept Educ, Las Palmas Gran Canaria 35004, Spain

[2] Univ Las Palmas Gran Canaria, Area Psicol Evolut & Educ, Las Palmas Gran Canaria 35004, Spain

[3] Univ Las Palmas Gran Canaria, Dept Psicol & Sociol, Las Palmas Gran Canaria 35004, Spain

来源：

REVISTA DE PSICODIDACTICA | 2015年 / 20卷 / 02期

关键词：

Motivation; critical thinking; academic achievement; high school; music; SELF-DETERMINATION THEORY; STUDENTS; MODEL; STRATEGIES; CLASSROOM; EDUCATION; COMPETENCE; VALIDITY; SKILLS;

D O I：

10.1387/RevPsicodidact.12673

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The aim of the study was to analyze the relationship between intrinsic motivation, critical thinking and academic performance in Music of secondary students. 494 students participated. Data were analyzed using structural equation mixture modeling. The results showed two groups or clusters of students, distinguished by their scores on intrinsic motivation, critical thinking and music grades, where a group was characterized by high and the other low scores on the three variables. Regarding the relationships between variables, we observed that the effect of intrinsic motivation on critical thinking was similar in both groups, but the regression of critical thinking on music grades was higher for students with lower scores. This study provides a better understanding of the different profiles and the effect of the variables in explaining music grades.

引用

页码：377 / 391

页数：15

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