Motivación en el aprendizaje de la viola y el violín con software de apoyo a la entonación instrumental

Abstract

Motivation is a crucial element in learning. The aim of this study has been to investigate the motivation of 4 young (10-11 years old) viola and violin students before and during practice using real-time instrumental assessment and training software (NAME: anonymized). Expectancy-Value Theory and Achievement Goal Theory have been employed as frameworks through which to understand the students’ motivation. Students responded to a semi-structured interview related to Expectancy-Value Theory and completed a personal study diary linked to Achievement Goal Theory. The results suggest that students hold positive beliefs, expectations, and values towards intonation and its practice with the software NAME. Furthermore, students reported in their practice diaries that they adopted only intrinsic motivation-related references in their home practice with the software. Consequently, positive beliefs, expectations, values, and sustained intrinsic motivation are consistent with the high scores achieved by the students in NAME, indicating the influence of motivation on instrumental learning.