EFFECTS OF BAND AND SEATING PLACEMENT ON THE MOTIVATION AND MUSICAL SELF-ESTEEM OF HIGH SCHOOL WIND MUSICIANS

Abstract

This study investigated the effects of auditioning for band and seating placement on the motivation and musical self-esteem of high school wind musicians.Subjects were 31 students involved in the band program of one high school in a suburban Ohio community.Students in this band program were required to audition for placement into a ranked seating order within one of two ability-based concert bands.Motivation in music was measured by the Asmus Motivating Factors scale, and musical self-esteem was measured by a researcher-designed questionnaire loosely based upon items from the Svengalis Self-Concept in Music scale and the Schmitt Self-Esteem of Musical Ability scale.These questionnaires were distributed immediately prior to auditions, just after auditions, and one month after auditions (when the bands had performed in concert once together).Pretest, posttest, and follow-up scores were compared using statistical means, the Repeated Measures Analysis of Variance (ANOVA) test, and Tukey's Multiple Comparison procedure.Statistical differences between the pretest and posttest scores indicated short-term effects of band and seating placement on motivation and musical self-esteem, and differences between the pretest and follow-up indicated long-term effects.Results indicated no statistically significant effects of band and seating placement on the motivation and musical self-esteem of high school wind musicians in this study.Statistical trends in this study indicated that 1) students in this study decreased in the strength of their attributions over time, 2) students tended to attribute their achievements in music to ability first, followed by effort, affect toward music, classroom environment, and background in music, 3) students tended iii to attribute their achievements to ability rather than to effort, 4) most negative effects of the band and seating placement process on the motivation and musical self-esteem of high school wind musicians were short-lived in nature, 5) students who placed the highest did not increase in their motivation and self-esteem in the long-term, 6) students who placed the lowest did not decrease in their motivation and self-esteem in the long-term, and 7) the results from several groups indicated that music students are motivated by factors other than achievement in music.The results implied that students already expected where they would be placed, and that music educators should 1) not be as concerned about the negative effects of the audition process, 2) cultivate positive effort attributions and musical self-esteem in students of all ability levels, and 3) understand that achievement serves as a motivator for some (but not all) students.

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