A Study on the Participative Motivation and the Learning Satisfaction of Senior High School Students Participating in Wind Bands

• Main Authors: Wang, Yi-Jyun, 王伊君
• Other Authors: 張雪梅
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/4jm4se

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 107 === The purpose of this study aimed to investigate the participative motivation and the learning satisfaction of senior high school students participating in wind bands. To explore the variations in types and organizational structures of student wind bands, the researcher of this study employed purposive sampling to select 12 senior high school wind bands which are often invited to perform on important occasions and have had excellent performances in national contests. 212 questionnaires were distributed, and 184 of them were returned as effective samples. The questionnaire consists of three types of question items regarding participants’ personal information, participative motivation, and learning satisfaction. Data obtained from the survey gathered were analyzed via statistical approaches such as descriptive statistic, independent sample t-test, one-way ANOVA, Pearson product-moment correlation. Major conclusions are as follows: 1.Among the factors in relation to participative motivation, “Self-Achievement” (M=4.08) is the most influential, followed by “Relaxation” (M=4.03) and “Learning Interest” (M=3.91). Comparatively, “Substantial Reward” (M=3.67) is less significant. 2.Among the factors linked with learning satisfaction, “Peer Relationship” (M=4.07) is the most influential, followed by “Teaching” (M=3.86) and “School Administration” (M=3.44). “Learning Outcomes” (M=3.40) is of the lowest significance. 3.In terms of individual background, statistically significant differences were seen between such factors as parental support, extracurricular musical instrument learning experience, as well as academic achievement and learners’ participative motivation. 4.In the study, two variables linked to participants’ personal background, namely parental support and academic achievement, differ significantly from the levels of learning satisfaction. 5.In terms of participative experience, such variables as amount of participation after class and serving as club leaders differ significantly from variables linked with participative motivation. 6.Furthermore, the establishment of parent-support group significantly differs from learning satisfaction. 7.There is a strong connection between participative motivation and learning satisfaction (r＝.702). It can be concluded that when a student has higher participative motivation, he or she is more likely to acquire higher learning satisfaction. Finally, in accordance with research findings and literature review, recommendations are proposed for student affairs administrators or professionals, wind band instructors, parents and follow-up studies as references for field works and academic researches. Keywords: learning satisfaction, participative motivation, wind bands of senior high schools