La motivación de dominio (mastery motivation) presente en el proceso de aprendizaje de una canción en un instrumento de percusión melódica en estudiantes de preescolar
Loading...
Date
Authors
Akel Torres, Giselle
relationships.isAuthorOf2
relationships.isAuthorOf3
relationships.isAuthorOf4
relationships.isAuthorOf6
relationships.isAuthorOf7
relationships.isAuthorOf8
relationships.isAuthorOf5
Journal Title
Journal ISSN
Volume Title
Publisher
Buenos Aires
item.qr.title
item.qr.description
item.metrics.title
Altmetric
Dimensions
PlumX
Scopus
Abstract
Description
La presente investigación examina si los diferentes niveles de motivación de dominio observados en 101 niños de preescolar durante el aprendizaje musical de un instrumento difieren con respecto a la percepción de los adultos sobre la motivación de dominio y las competencias generales. La educación musical actualmente está experimentando un cambio en las prácticas pedagógicas, y una de las herramientas potenciales que tienen los profesores de música para mejorar la dinámica de enseñanza-aprendizaje es utilizar la motivación. El Imot (Tarea de Motivación de dominio Individualizada), adaptado a una tarea de aprendizaje musical, se relacionó con el DMQ-18. Los resultados demuestran que existe una diferencia significativa entre las puntuaciones de los niños con alta y moderada motivación de dominio en la persistencia musical, con la persistencia cognitiva percibida por los adultos. Además, los niños con reacciones negativas más altas a una tarea musical desafiante tuvieron reacciones negativas altas al desafío en el DMQ-18. Finalmente, los niños con mayor competencia musical también tenían mayor competencia según lo informado por los adultos. En conclusión, la motivación de dominio de los
niños en una tarea musical parece ser un indicador válido de la motivación de dominio en niños de jardín de infantes y puede ser un componente clave en el aprendizaje de un instrumento musical.
The present thesis examined whether the different levels of mastery motivation observed in 101 kindergarteners during the learning of a melodic percussion instrument differed with respect to adults’ perception about mastery motivation and general competence. Music education is currently undergoing a shift in pedagogical practices, and one of the potential tools that music teachers have to enhance the teaching-learning dynamic is to use motivation as a tool to help the child master a musical task. The Imot (Individualized Mastery Motivation Task), as adapted to a music learning task, was related to the DMQ-18. The results demonstrate that there is a significant difference between children with high music mastery motivation and those with moderate music mastery motivation in scores on adult-reported cognitive mastery motivation and social persistence with children. Also, children with higher negative reactions to a challenging musical task had higher negative reactions to challenge on the DMQ-18. Finally, children with higher musical competence also had higher competence as reported by adults. In conclusion, children’s mastery motivation on a musical task seemed to be a valid indicator of mastery motivation in kindergarten children and can be used to assess mastery motivation as a key component in learning a music instrument.
The present thesis examined whether the different levels of mastery motivation observed in 101 kindergarteners during the learning of a melodic percussion instrument differed with respect to adults’ perception about mastery motivation and general competence. Music education is currently undergoing a shift in pedagogical practices, and one of the potential tools that music teachers have to enhance the teaching-learning dynamic is to use motivation as a tool to help the child master a musical task. The Imot (Individualized Mastery Motivation Task), as adapted to a music learning task, was related to the DMQ-18. The results demonstrate that there is a significant difference between children with high music mastery motivation and those with moderate music mastery motivation in scores on adult-reported cognitive mastery motivation and social persistence with children. Also, children with higher negative reactions to a challenging musical task had higher negative reactions to challenge on the DMQ-18. Finally, children with higher musical competence also had higher competence as reported by adults. In conclusion, children’s mastery motivation on a musical task seemed to be a valid indicator of mastery motivation in kindergarten children and can be used to assess mastery motivation as a key component in learning a music instrument.
item.page.notes
item.page.contenido
item.page.medium
item.page.tipo
Tesis de maestría
Date
2022-09
item.page.isbn
item.page.ispartofseries
item.page.paginacion
112 h.
item.page.lugar
item.page.cita
Akel Torres, Giselle (2022). La motivación de dominio (mastery motivation) presente en el proceso de aprendizaje de una canción en un instrumento de percusión melódica en estudiantes de preescolar. Tesis de Maestría. FLACSO. Sede Académica Argentina, Buenos Aires.
item.page.extent
Collections
Endorsement
Review
Supplemented By
Referenced By
Creative Commons license
Except where otherwised noted, this item's license is described as openAccess