ABSTRACT

This study analyzed the factors influencing middle school students' participation in music classes to explore effective strategies for music education. To this end, learner-centered factors, such as music learning motivation and subject interest, and an instructional environmental factor, perceived instructor autonomy support, were selected to systematically examine the relationships among these variables. A survey was conducted with 237 first-year middle school students in Gyeonggi Province, utilizing scales measuring music learning motivation, subject interest, perceived instructor autonomy support, and music class participation. The analysis revealed the following results. First, higher levels of music learning motivation and subject interest significantly increased participation in music classes. Second, perceived instructor autonomy support not only significantly enhanced music class participation but also moderated the relationships between music learning motivation, subject interest, and class participation. These findings suggest that fostering students' motivation and interest, along with creating an environment where instructors support autonomy, can effectively enhance participation in music classes. This study provides new insights into the importance of learner-centered learning environments and the instructor's role in music education, contributing to practical educational approaches for strengthening learner participation.

Keyword :

REFERENCES

1. Bae, S. Y. (2022). A study on music learning motivation from a self-determination theory perspective. Korean Journal of Research in Music Education, 51(2), 75-94. https://doi.org/10.30775/KMES.51.2.75 [Crossref]
2. Baek, G. E. (2024). A study on the development and application of music teaching and learning strategy based on universal design for learning. Doctoral dissertation, Seoul National University.
3. Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. Adult education quarterly, 57(2), 141-158. https://doi.org/10.1177/0741713606294235 [Crossref]
4. Cha, D. W., Moon, Y. E., Yoon, J. H., & Kim, Y. R. (2005). A pilot study of the learning involvement and achievement in blended learning. Korean Business Education Review, 38, 3-18.
5. Cha, M. J., Kim, C. M., Kwon, H. J., Cho, H. D., Lee, J. Y., Jeong, S. J., Park, E., Moon, Y., Wang, M., Seo, J., Jee, J. M., Zhang, W., Park, M. S., Lee, Y., Kim, K. D., Lee, R., Park, H., Yu, S. J., Kim, J., & Park, I. (2010). A development of learner participation scale in instruction. The Journal of Educational Methods, 22(1), 195-219.
6. Cheon, S. H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games. Psychology of Sport and Exercise, 19, 59-69. https://doi.org/10.1016/j.psychsport.2015.02.007 [Crossref]
7. Cho, H., & Ryu, S. (2011). The effects of interest in the physical education subject perceived by the students on their attitudes toward class participation. The Korean Journal of Sports Science, 20(5), 779-795.
8. Connell, J. P. (1990). Context, self, and action: A motivational analysis of self-system processes across the life-span. In D. Cicchetti & M. Beeghly (Eds.), The self in transition: Infancy to childhood (pp. 61-97). IL: University of Chicago Press.
9. Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16-29. https://doi.org/10.1037/1082-989X.1.1.16 [Crossref]
10. Deci, E. L., & Ryan, R. M. (2000). The ""what"" and ""why"" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01 [Crossref]
11. Dewey, J. (1938). Experience and education. New York: Macmillan. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059 [Crossref]
12. Han, S. I. (2024). Application of ARCS learning motivation model in project-based music class. The Journal of Learner-Centered Curriculum and Instruction, 24(6), 931-948. https://doi.org/10.22251/jlcci.2024.24.6.931 [Crossref]
13. Han, S. J., & Han, K. H. (2014). The influence of music and cultural activity, relationship with friends and teachers and sense of self-efficiency on juvenile students' interest and achievement in music courses. Korean Journal of Research in Music Education, 43(4), 211-238.
14. Hayenga, A. O., & Corpus, J. H. (2010). Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation and Emotion, 34, 371-383. https://doi.org/10.1007/s11031-010-9181-x [Crossref]
15. Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41, 156-166. https://doi.org/10.1007/s10964-011-9665-3 [Crossref]
16. Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4 [Crossref]
17. Hrastinski, S. (2008). What is online learner participation? A literature review. Computers & Education, 51(4), 1755-1765. https://doi.org/10.1016/j.compedu.2008.05.005 [Crossref]
18. Jeong, D., & Han, K. (2023). A study on vocal teaching methods targeting adolescents going through voice change: Focusing on breathing and rhythm education. Korean Journal of Culture and Arts Education Studies, 18(1), 195-225.
19. Jeong, E. I. (2012). Exploring the factors that influence college students' class participation: Focus on autonomy support, academic self-efficacy, and task value. The Korean Journal of Educational Methodology Studies, 24(2), 355-378. https://doi.org/10.17927/tkjems.2012.24.2.355 [Crossref]
20. Jo, H., & Lee, K. (2005). A study on hours of private tutoring, hours of self-study, and degree of class participation and their impacts on school achievements subjectively perceived. The Journal of Korean Education, 32(4), 29-56.
21. Jung, B. K., & Cho, H. S. (2020). The relationship between the subject interest of physical education class and students' sense of challenge and classroom engagement. The Korea Journal of Sports Science, 29(5), 717-732. https://doi.org/10.35159/kjss.2020.10.29.5.717 [Crossref]
22. Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10. https://doi.org/10.1007/BF02905780 [Crossref]
23. Keller, J. M. (1993). Manual for the course interest survey (CIS) and the instructional materials motivation survey. Tallahassee, FL: Florida State University.
24. Kim, K. S. (2005). The student teachers' perceptions of classroom crisis. Secondary Education Research, 53(2), 115-136.
25. Kim, N. M., & Kim, H. W. (2016). The structural relationships among teachers' autonomy support, learners' psychological capital, cognitive learning strategy, and university students' learning engagement. The Journal of Learner-Centered Curriculum and Instruction, 16(11), 759-781. https://doi.org/10.22251/jlcci.2016.16.11.759 [Crossref]
26. Kwon, S. G. (2016). The effect of the middle school students perceived teacher-student relationship and parental learning involvement on music interest through musical self-efficacy. Korean Journal of Research in Music Education, 45(4), 23-48.
27. Lim, S. A. (2021). The longitudinal relationship between academic motivation and engagement: A self-determination theory perspective. Korean Journal of Educational Research, 59(4), 163-184. https://doi.org/10.30916/KERA.59.4.163 [Crossref]
28. Loc ke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93-105. https://doi.org/10.1037/mot0000127 [Crossref]
29. Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184. https://doi.org/10.3102/00028312037001153 [Crossref]
30. Ministry of Education (2022). Music curriculum. No. 2022-33. [Supplementary 12]. Sejong Author.
31. Park, I. (2011). An analysis of effects of learners' basic psychological needs, and instructor's support for autonomy and instructional strategies on learner participation in instruction. The Korean Journal of Educational Methodology Studies, 23(1), 235-250.
32. Park, S. (2022). Relationship between teacher support perceived by students, self-efficacy and motivation for music learning in the elementary music classroom. Master thesis, Seoul National University. https://doi.org/10.30775/KMES.51.2.47 [Crossref]
33. Radocy, R. E., & Boyle, J. D. (2003). Psychological foundations of musical behavior (5th ed.). Springfield, IL: Charles C. Thomas.
34. Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236. https://doi.org/10.1086/501484 [Crossref]
35. Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28, 147-169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6f [Crossref]
36. Renninger, K. A., Hidi, S., Krapp, A., & Renninger, A. (2014). The role of interest in learning and development. NY: Psychology Press. https://doi.org/10.4324/9781315807430 [Crossref]
37. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020 [Crossref]
38. Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26(3-4), 299-323. https://doi.org/10.1080/00461520.1991.9653136 [Crossref]
39. Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417 [Crossref]
40. Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525. https://doi.org/10.1177/0013164408323233 [Crossref]
41. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573. https://doi.org/10.1037/0033-295X.92.4.548 [Crossref]
42. William, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70(4), 767-779. https://doi.org/10.1037/0022-3514.70.4.767 [Crossref]
43. Wilson, E. (2022). Ethnographic case study and teaching for engagement in classroom music. Victorian Journal of Music Education, 3-12.
44. Yoon, M. S., & Kim, S. I. (2003). A study on constructs of subject-specific interests and its relationship with academic achievement. Korean Journal of Educational Psychology, 17(3), 271-290.
45. You, J., & Kang, M. (2011). The structural relationship among social factor, psychological need factor, and motivational factor for enhancing learning engagement. Korean Journal of Educational Research, 49(4), 55-85.