Entering the new century, China has gradually increased her participation in international affairs. Education is regarded as a crucial issue in strengthening the country in the long term. Music education in mainland China has been facing a reform with reference to recent global trends. However, students’ motivation in relation to learning music in schools has not been widely studied. This article reports data drawn from an international study which examined students’ motivation to study music as compared to other school subjects across the school grades. A total of 2,750 students from three middle schools and four high schools in Beijing responded to a questionnaire. Results indicated that the task value of learning music to Chinese students is significantly lower than other school subjects. Students’ expectancy in learning music declines while their perceived difficulties in learning music rise across the school levels. However, their interest in learning music also rises across the school levels. Copyright © 2011 The Author(s).
|Journal||Research Studies in Music Education|
|Publication status||Published - Jun 2011|
CitationXie, J., & Leung, B. W. (2011). Students’ motivation to study music: The mainland China context. Research Studies in Music Education, 33(1), 59-72.
- Competence beliefs
- Cross-cultural comparisons
- Expectancy-value theory
- Music education
- School subjects
- Task difficulty