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Understanding the achievement goals of adolescent instrumental learners.

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Title: Understanding the achievement goals of adolescent instrumental learners.
Authors: Caffull, Samantha1 (AUTHOR) s_caffull@hotmail.co.uk, Waddington-Jones, Caroline1 (AUTHOR)
Source: Music Education Research. Jul2025, Vol. 27 Issue 3, p260-271. 12p.
Subject Terms: *Operant conditioning, *Peer pressure, *Music teachers, *Teenagers, Thematic analysis
Abstract: Instilling positive motivational beliefs in musical learners is vital to promoting long term engagement with music beyond the school years. This qualitative interview study explores the motivation of nine adolescent instrumental learners in an English school through the lens of achievement goal theory. Participants discussed experiences aligning with self-approach, other-approach, other-avoidance and task-approach goals. Thematic analysis identified a number of influences on achievement goals not yet fully explored in the achievement goal literature, namely family influence, peer influence, musical identity, ownership over learning and the intrinsic value of music. As well as illuminating the lived experiences of adolescent musicians, the findings of this study also provide new insights in achievement goal theory research by applying the 3 × 2 achievement goal model to adolescent instrumental learners. Implications for music educators seeking to promote longer-term musical engagement are recommended, notably in the provision of broad musical experiences to promote positive musical identities. [ABSTRACT FROM AUTHOR]
Copyright of Music Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Understanding the achievement goals of adolescent instrumental learners.
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  Data: <searchLink fieldCode="AR" term="%22Caffull%2C+Samantha%22">Caffull, Samantha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> s_caffull@hotmail.co.uk</i><br /><searchLink fieldCode="AR" term="%22Waddington-Jones%2C+Caroline%22">Waddington-Jones, Caroline</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Music+Education+Research%22">Music Education Research</searchLink>. Jul2025, Vol. 27 Issue 3, p260-271. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Operant+conditioning%22">Operant conditioning</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+pressure%22">Peer pressure</searchLink><br />*<searchLink fieldCode="DE" term="%22Music+teachers%22">Music teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink>
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  Label: Abstract
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  Data: Instilling positive motivational beliefs in musical learners is vital to promoting long term engagement with music beyond the school years. This qualitative interview study explores the motivation of nine adolescent instrumental learners in an English school through the lens of achievement goal theory. Participants discussed experiences aligning with self-approach, other-approach, other-avoidance and task-approach goals. Thematic analysis identified a number of influences on achievement goals not yet fully explored in the achievement goal literature, namely family influence, peer influence, musical identity, ownership over learning and the intrinsic value of music. As well as illuminating the lived experiences of adolescent musicians, the findings of this study also provide new insights in achievement goal theory research by applying the 3 × 2 achievement goal model to adolescent instrumental learners. Implications for music educators seeking to promote longer-term musical engagement are recommended, notably in the provision of broad musical experiences to promote positive musical identities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Music Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/14613808.2025.2509972
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      – Code: eng
        Text: English
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      – SubjectFull: Teenagers
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              Text: Jul2025
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