ABSTRACT

The purpose of this study was to test the predictions of a causal model that explains the impact of students' perceptions of school and classroom structure(e.g., learning and performance goal) on their goal orientation(learning, performance-approach, and performance-avoidance goal) and music learning(cognitive strategy use and musical engagement) in a general music classroom setting. The model also demonstrated how various goal orientations influence students' cognitive strategy use and musical engagement in that setting. Participants were 312 middle school students from Seoul in Korea. They completed a series of questionnaires over a two-month period in their music classes. Path analysis was used to test predictions of a model. Data strongly supported the model demonstrating that student perceptions of learning goal structure of school and classroom are important for their goal orientations and music learning. Also supported was the model showing that their learning goals had a significant influence on musical engagement and cognitive strategy use.

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