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在本研究中,香港五所小学的582名学生参与了教师指导下的作曲活动。研究者对所有学生作曲活动之前和之后的动机变化实施了一套问卷调查,通过单变量方差分析与一系列重复的方差分析,对学生作曲活动前后的平均分数给予比较,以测量学生对作曲活动不同的感受水平。研究结果表明,学生的性别及其器乐学习经验,是显著影响他们动机变化的两大因素。总体来看,男生和非器乐学习者的动机水平显著低于女生和器乐学习者。然而,在经历了作曲活动之后,男生的自我效能感显著增强。同时,非器乐学习者的自我效能、内在价值、功利价值、期望的感受也显著增强。
In this study, 582 students from five primary schools in Hong Kong participated in composer activities under the guidance of teachers. The researchers conducted a questionnaire survey on motivational changes before and after composition of all students. The univariate analysis of variance and a series of repeated analysis of variance (ANOVA) were used to compare the average scores of students before and after composition to measure the students’ Different levels of feeling. The findings show that students’ gender and instrumental learning experience are two major factors that significantly affect their motivation. Overall, boys and non-instrumental learners were significantly less motivated than girls and instrumental learners. However, after experiencing composer activities, male self-efficacy increased significantly. At the same time, the self-efficacy, intrinsic value, utilitarian value and expectation of non-instrumental learners are also significantly enhanced.