Internal and External Factors that Influence Students’ Persistent Participation in Music Learning
DOI:
https://doi.org/10.37134/juraisembah.vol4.2.1.2023Keywords:
music motivation, music persistence, self-concept in music, Tinto’s theoryAbstract
Drawing collectively from past studies on persistence and motivation, the main factors influencing students’ persistent involvement in music include interests, value orientations, past experiences, and current satisfaction with their performance in music. Internal factors, such as task value and self-concept of ability, contribute to students’ achievement and persistence (Sichivitsa et al., 2002; Sichivitsa 2003, 2004, 2007; Demorest et al., 2017). However, external factors, like parental support and support from teachers and peers, also play a significant role in shaping task value and self-concept of ability (Davidson et al., 1995-96; Frome & Eccles, 1998; Sichivitsa et al., 2002, 2003, 2004, 2007; Demorest et al., 2017). This literature research is a thematic analysis of external and internal factors influencing students’ intentions to continue music participation after joining a music lesson. The six factors being investigated are: parental musicianship and support of music; previous musical experience; self-concept in music; value of music; academic integration; and social integration. Qualitative literature research focuses on the in-depth exploration and analysis of textual sources to elicit rich insights and understandings. The concept of hermeneutics, or the art of interpretation, is central to the approach of qualitative literature studies. Researchers are constantly reading, reflecting on, and interpreting texts (Denzin & Lincoln, 2011; Gibbs, 2007; Merriam, 2009).
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