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dc.contributor.advisorSheppard, Craig
dc.contributor.authorHarris, Amanda Kay
dc.date.accessioned2017-08-11T22:59:08Z
dc.date.available2017-08-11T22:59:08Z
dc.date.submitted2017-06
dc.identifier.otherHarris_washington_0250E_17411.pdf
dc.identifier.urihttp://hdl.handle.net/1773/40276
dc.descriptionThesis (D.M.A.)--University of Washington, 2017-06
dc.description.abstractSocial cognitive training for piano teachers in the United States is limited, forcing teachers to learn as they go. While some teachers develop the skills to become effective motivators, others struggle to learn these skills. By bridging the gap between social cognitive research on motivation and piano pedagogy, this document aims to show teachers how to utilize current research to benefit teachers and, by extension, their students. Major motivational concepts are investigated, including expectancy value, self-efficacy, attribution theory, and achievement goal theory. Intrinsic motivational theories of self-determination, flow, and personal or situational interest will be tied to piano pedagogy as well. This paper will give useful, hands-on applications for these theories for piano teachers, with a significant focus on teaching adolescents.
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.rightsnone
dc.subjectMotivation
dc.subjectPiano
dc.subjectPiano pedagogy
dc.subjectMusic education
dc.subjectPedagogy
dc.subject.otherMusic
dc.titleMotivation in Private Piano Instruction for Adolescents: A Social-Cognitive Analysis of Piano Pedagogy
dc.typeThesis
dc.embargo.termsOpen Access


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