Anreize des Übens und Musizierens bei 15- bis 16-jährigen Schülern und bei Schulmusikstudierenden und ein erster Vergleich mit 10- bis 11-jährigen Schülern
The question which kinds of incentives of musical practice within the groups of music students at university and music school level has not been investigated sufficiently within the field of music psychology and music education. Motivational psychology suggests taking into consideration incentives concerning achievement (making progress in playing the musical instrument), power (outperforming or impressing others) and affiliation (being accepted by the group of those making music). However,
... music). However, incentives could also be found in emotional experiences while practising (e.g. feelings of happiness), in flow-experiences (i.e. being completely absorbed in the activity) as well as in the consequences of practising. Furthermore, the ability to practise in spite of reluctance (i.e. the ability to use volitional control) can constitute an incentive as well. For the construction of a questionnaire the incentives of practising and making music were supposed to be gathered regarding their diversity and as precisely as possible. lt became apparent that different classes of incentives can be formed. Whereas the values of incentive classes for the 10 to 11-year-old music pupils (n = 39) are significantly higher than those of the 15 to 16-year-old music pupils (n = 44), there are only little differences between the 10 to 11-year-old music pupils and the students of teaching music (n = 44). Likewise, there are only minor differences between 15 to 16-year-old music pupils and students of teaching music concerning the preference of certain incentives. In all subject groups incentives concerning achievement and flow as well as a connection of group loyalty and flow are among the most preferred ones.