Sex differences in the factors which predict musical attainment in school aged students

Abstract

Recently, there has been considerable research with school level pupils into their approaches to practice, motivation, parental and teacher influences and the factors that affect achievement. This research has largely ignored sex differences. The study reported here, using Carroll's (1963) model of learning as a framework, considers sex differences in the factors predicting musical attainment. Data were collected from 38 male and 71 female pupils relating to their level of achievement, scores on the Bentley Test of Musical Ability, Ravens Progressive Matrices, Mill Hill Vocabulary Scale, teachers' ratings of musical ability and ability to understand instructions, an attitude to practice scale based on the theory of Reasoned Action (Ajzen andFishbein, 1980), average weekly practice time, and length of time learning. Multivariate analysis of variance revealed significant sex differences in the amount of weekly practice undertaken, Mill Hill Vocabulary Grade, parental influence on practice, teacher influence on practice, friend's attitudes towards practice and a composite of friends' attitudes and influence on practice. Multiple regression analyses revealed that different factors affected the levels of achievement for boys and girls. Teachers need to take account of these differences in setting practice tasks and supporting pupils in their learning.

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