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dc.contributor.advisorWyers, Giselleen_US
dc.contributor.authorAmundson, Bret Matthewen_US
dc.date.accessioned2012-08-10T20:21:32Z
dc.date.available2012-08-10T20:21:32Z
dc.date.issued2012-08-10
dc.date.submitted2012en_US
dc.identifier.otherAmundson_washington_0250E_10084.pdfen_US
dc.identifier.urihttp://hdl.handle.net/1773/20256
dc.descriptionThesis (D.M.A.)--University of Washington, 2012en_US
dc.description.abstractThe purpose of this study is to better understand motivational factors related to continued choral participation during the transition from high school to college. Study participants (N = 369) must have met three criteria for involvement: (a) be a current college or university student, (b) be at least 18 years of age, and (c) have sung in their high school choir for at least one year. An online survey was developed from the Undergraduate Non-Participation in a College Band Program: Pac-10 Questionnaire (McDavid, 1999), Student Music Questionnaire (Clements, 2002), and Wave 5 Childhood Questionnaire (Eccles, 1989) and was administered to students at colleges and universities around the country by their respective choral directors (n = 369). Additionally, these students were urged to forward the survey to one friend who was in high school choir, but did not participate in choir in college (n = 101). Eccles' Expectancy-Value theory was used at as a theoretical framework for the study, which prompted the identification of six motivation factor groupings: attainment value, background, competency, cost, intrinsic value, and utility value. The survey responses of both college choral participants and non-participants were compared by using the six motivation groupings to better understand which motivation factor groupings showed significant differences between the two populations. Four motivation factor groupings showed significant differences between participants and nonparticipants: intrinsic value, cost, competency, and background. The findings suggest that college choral directors must utilize a multi-dimensional recruitment strategy in order to most accurately focus recruiting efforts on students who are interested in participating in college choir but are unsure of how it fits in to their busy academic schedule. These results may lead to an improved attempt at providing incoming students with an accurate and thorough description of how to effectively include choral participation in non-major course schedules.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.rightsCopyright is held by the individual authors.en_US
dc.subjectAttrition; Choral; Expectancy; Music; Participation; Persistenceen_US
dc.subject.otherMusicen_US
dc.subject.otherMusicen_US
dc.titleFactors Related to Continued Choral Participation: A Comparative Study of Participants and Non-participants in College Choiren_US
dc.typeThesisen_US
dc.embargo.termsNo embargoen_US


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