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Student Attributions of Success in High School Band Programs
Student Attributions of Success in High School Band Programs
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105641
- ISBN
- 9798265474353
- DDC
- 780.7
- 서명/저자
- Student Attributions of Success in High School Band Programs
- 발행사항
- [Sl] : Boston University, 2026
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2026
- 형태사항
- 196 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisor: Legutki, Allen R.
- 학위논문주기
- Thesis (D.M.A.)--Boston University, 2026.
- 초록/해제
- 요약In this study, I investigated how high school band students explained their musical successes and challenges through the lens of attribution theory. Attribution theory (Weiner, 1986) suggests that individuals interpret outcomes by assigning causes such as ability, effort, task difficulty, and luck, each carrying different implications for future motivation and behavior. In music education, understanding how students attribute success or failure offers valuable insight into persistence, engagement, and emotional well-being.The purpose of this embedded QUAN+qual mixed-methods study was to examine the attributional beliefs of high school band students and to determine whether statistically significant relationships existed between their attributions and demographic or contextual variables. A total of 365 students from nine public high schools in a northeastern U.S. state completed a questionnaire measuring five attribution subscales: effort, background, classroom environment, musical ability, and affect for music. I compared subscale scores across variables such as gender, grade level, participation in private lessons, and participation in honor band auditions using non-parametric tests (Kruskal-Wallis H and Mann-Whitney U). Open-ended responses were also collected and coded thematically to enrich the interpretation of quantitative findings.Results indicated that students most frequently attributed their musical success to effort, an internal, controllable factor closely associated with sustained motivation. I identified statistically significant differences across several variables. For example, students who took private lessons or participated in auditions scored higher on the effort subscale, suggesting that such experiences reinforced effort-based attribution patterns. Qualitative responses supported these trends. Students emphasized the importance of hard work, persistence, and personal responsibility as keys to success. They also described a range of emotions, including fulfillment, stress, and pressure, revealing the complex and often challenging nature of ensemble participation. Their emotional responses invite empathy and understanding.The results of this study contribute to the growing body of music education literature that applies attribution theory to student motivation. The findings suggested that music educators could influence students' attributional beliefs by encouraging effort-focused strategies, providing process-oriented feedback, and fostering a culture of growth. This study also opens up exciting possibilities for future research, which could extend this work by exploring attribution patterns among more demographically diverse populations, and examining how instructional strategies shape students' explanations of success and failure over time.
- 일반주제명
- Music education
- 일반주제명
- Higher education
- 일반주제명
- Music
- 키워드
- Musical ability
- 기타저자
- Boston University Music Education CFA
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202105641
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■007cr#unu||||||||
■020 ▼a9798265474353
■035 ▼a(MiAaPQ)AAI32398170
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a780.7
■1001 ▼aKirsch, William Louis, IV.
■24510▼aStudent Attributions of Success in High School Band Programs
■260 ▼a[Sl]▼bBoston University▼c2026
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2026
■300 ▼a196 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisor: Legutki, Allen R.
■5021 ▼aThesis (D.M.A.)--Boston University, 2026.
■520 ▼aIn this study, I investigated how high school band students explained their musical successes and challenges through the lens of attribution theory. Attribution theory (Weiner, 1986) suggests that individuals interpret outcomes by assigning causes such as ability, effort, task difficulty, and luck, each carrying different implications for future motivation and behavior. In music education, understanding how students attribute success or failure offers valuable insight into persistence, engagement, and emotional well-being.The purpose of this embedded QUAN+qual mixed-methods study was to examine the attributional beliefs of high school band students and to determine whether statistically significant relationships existed between their attributions and demographic or contextual variables. A total of 365 students from nine public high schools in a northeastern U.S. state completed a questionnaire measuring five attribution subscales: effort, background, classroom environment, musical ability, and affect for music. I compared subscale scores across variables such as gender, grade level, participation in private lessons, and participation in honor band auditions using non-parametric tests (Kruskal-Wallis H and Mann-Whitney U). Open-ended responses were also collected and coded thematically to enrich the interpretation of quantitative findings.Results indicated that students most frequently attributed their musical success to effort, an internal, controllable factor closely associated with sustained motivation. I identified statistically significant differences across several variables. For example, students who took private lessons or participated in auditions scored higher on the effort subscale, suggesting that such experiences reinforced effort-based attribution patterns. Qualitative responses supported these trends. Students emphasized the importance of hard work, persistence, and personal responsibility as keys to success. They also described a range of emotions, including fulfillment, stress, and pressure, revealing the complex and often challenging nature of ensemble participation. Their emotional responses invite empathy and understanding.The results of this study contribute to the growing body of music education literature that applies attribution theory to student motivation. The findings suggested that music educators could influence students' attributional beliefs by encouraging effort-focused strategies, providing process-oriented feedback, and fostering a culture of growth. This study also opens up exciting possibilities for future research, which could extend this work by exploring attribution patterns among more demographically diverse populations, and examining how instructional strategies shape students' explanations of success and failure over time.
■590 ▼aSchool code: 0017.
■650 4▼aMusic education
■650 4▼aHigher education
■650 4▼aMusic
■650 4▼aHigher education administration
■653 ▼aAttribution theory
■653 ▼aStudent attributions
■653 ▼aHigh school band students
■653 ▼aMusical ability
■690 ▼a0522
■690 ▼a0745
■690 ▼a0446
■690 ▼a0413
■71020▼aBoston University▼bMusic Education CFA.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■790 ▼a0017
■791 ▼aD.M.A.
■792 ▼a2026
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17360938▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
