ArticleFrontiers in behavioral neuroscience2019
Testing Motivational Theories in Music Education: The Role of Effort and Gratitude.
Article in Frontiers in behavioral neuroscience, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Exploring experiences of gratitude during musicking in a community orchestra: an intrinsic case study.Frontiers in psychology · 2026Article
- Longitudinal Impact of Parenting on Grit: Serial Mediating Effect of Gratitude and Life Satisfaction.International journal of psychology : Journal international de psychologie · 2025Article
- Development and Psychometric Evaluation of a Musical Profile Questionnaire (MPQ): A Contribution for Music Education.Behavioral sciences (Basel, Switzerland) · 2025Article
- The key reasons for dropout in Slovenian music schools - a qualitative study.Frontiers in psychology · 2024Article
- Beneficiaries or Charity: The Influence of the Source of Acknowledgments.Frontiers in psychology · 2021Article
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Authors and funding
3 authors.
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Abstract
Acquiring musical skills requires sustained effort over long periods of time. This work aims to explore the variables involved in sustaining motivation in music students, including perceptions about one's own skills, satisfaction with achievements, effort, the importance of music in one's life, and perception of the sacrifice made. Two models were developed in which the variable of gratitude was included to integrate positive psychology into the motivational area of music education. The first predicts effort, while the second predicts gratitude. The models were tested using a sample of 84 music students. Both models were fitted using Bayesian analysis techniques to examine the relationship between variables and showed adequate goodness of fit. These models emphasize the role of cognition and motivation in music education and, more precisely, the relationship between effort and gratitude.
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