Goal orientation, implicit theory of ability, and collegiate instrumental music practice

By Bret P. Smith. 2005

114 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Music

View Paper: https://www.semanticscholar.org/paper/65e0e622b00419fe1cfc270c74562092d6a19f02

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Music

Citations in the corpus

Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016, background): “Researchers have reported that the mastery and learning goal options are related to higher levels of intrinsic motivation and achievement than the ego-avoidance and ego-approach goal options (Dweck, 1999, 2006; Smith, 2005).”
Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty (2012, background): “Implicit theories refer to individuals’ beliefs about ability and the extent to which they see ability as something that is fixed (this reflects an ‘entity’ view) or something that is malleable (this reflects an ‘incremental’ view) (Smith, 2005).”
Personality related traits as predictors of music practice: Underlying environmental and genetic influences (2015, background): “Task orientation goals, which indicate intrinsic motivation, have also been shown to be positively related to practice strategies (Smith, 2005) and to metacognitive and social learning strategies among music undergraduates (Graabraek Nielsen, 2008).”
Implicit STEM ability beliefs predict secondary school students' STEM self-efficacy beliefs and their intention to opt for a STEM field career (2018, background): “Several previous studies have focused on domain-specific implicit beliefs, such as those that examine implicit beliefs about the malleability of musical abilities or sports (Mascret, Falconetti, & Cury, 2016; Smith, 2005), and those that focus on implicit beliefs about mathematics ability specifical”
When passion leads to excellence: the case of musicians (2011, background): “Yet, little is known about the motivational mechanisms underlying the persistence needed by musicians at expert levels (Smith, 2005).”
The influences of parents, teachers, peers and other factors on students' motivation in music (2007, background): “Students who believe that music performance is a reflection and function of their talent rather than their practice efforts tend to avoid challenging tasks that may uncover their lack of talent (Smith, 2005).”
Self-determination theory: An approach to motivation in music education (2015, background): “Such findings have been made with tertiary music students (Smith, 2005) who demonstrated an ego-involvement rather than mastery orientation to tasks if they had fixed views of musical ability.”