Abstract
The purpose of this study was to develop a Chorus Motivation Scale (CMS) that is tested in terms of reliability and construct validity by determining the student perceptions of effective motivation strategies in Chorus training in Turkish Music Teacher Training Model. In order to develop a Chorus Motivation Scale, Questionnaire-Effective Motivation Strategies in Chorus Training was applied to second-year, third-year, and fourth-year students who study at Music Teacher Training departments of nine different state universities from seven geographical regions in Turkey (N=794). Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted in accordance with new/initial scale development procedures. Analysis of the data reveals a good structure model comprising reliable factors. Confirmatory factor analyses indicated that a model including factors representing the dimensions Leadership, director/student attention, achievement and anxiety was the best fit. The four-factor model yielded RMSEA and SRMR values (≤.05) demonstrating an excellent fit and CFI value with an adequate fit to the data. Cronbach’s alpha and initial-final reliability results indicated good to excellent consistency across all CMS subscales, with coefficients ranging from .64 to .90.
Highlights
Motivation is one of the leading problems educators from all levels of education have to deal with
Studies on motivation in chorus training usually focus on three approaches. (a) one approach contains observation of expert directors during choral rehearsals and their approaches regarding motivation, (b) one focuses on rehearsal organizations as an instrument of stimulating student motivation, (c) one investigates chorus directors’ behaviors and their communication skills (Stamer, 1995; Guo, 2001; Gumm, 2004; Grimland, 2005; Amoto & Neto, 2007, 2008; Gözen, 2010; Öztürk, 2010; Riggs, 2011; Amoto, 2011; Ganschow, 2012)
These research studies undoubtedly make a significant contribution to the field of motivation for choral rehearsals, such approaches regarding motivation may fail to contribute to stimulation/motivation of all students to learn
Summary
Motivation is one of the leading problems educators from all levels of education have to deal with. These research studies undoubtedly make a significant contribution to the field of motivation for choral rehearsals, such approaches regarding motivation may fail to contribute to stimulation/motivation of all students to learn. These studies investigated or examined chorus directors’ behaviors rather than directly taking account of student needs. In this sense, approaches/strategies that contribute to motivation to learn about choral classes should be determined by asking prospective music teachers
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