A Study on Motivation in Preschool Music Education: A Perspective Based on Self-Determination Theory
Abstract
A questionnaire survey was conducted to examine the learning motivation of first-year early childhood education majors (N=337) regarding
music courses. Specifically, this study used a questionnaire to assess the specific aspects of their learning motivation. The results show that (1)
the overall level of internalization of learning motivation for music courses among early childhood education students is high, and this internalization is primarily driven by identity regulation; (2) In terms of gender, there were no significant differences between male and female early childhood education students across the four regulatory dimensions of external regulation, introjective regulation, identification regulation,
and internal motivation; (3) Across different age groups, there were only minor differences in the scores of early childhood education students
on the four dimensions; specifically, older students tended to score relatively higher; (4) Children whose parents had higher educational attainment also scored slightly higher on the four dimensions.
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DOI: http://dx.doi.org/10.70711/wef.v4i5.10129
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