Gender effects in young musicians‘ Gender effects in young musicians‘ mastery-oriented achievement mastery-oriented achievement

behavior and their interactions with behavior and their interactions with teachersteachers

Margit PainsiMargit Painsi

Richard ParncuttRichard Parncutt

Department of MusicologyDepartment of Musicology

University of GrazUniversity of Graz

Structure of presentationStructure of presentation

Theoretical BackgroundTheoretical Background

MethodMethod

ResultsResults

ConclusionConclusion

Further researchFurther research

AimsAims

Investigation of gender differences in... Investigation of gender differences in...

... young musicians‘... young musicians‘achievement behaviorachievement behavior

... their teachers‘ ... their teachers‘ implicit theories of musical abilityimplicit theories of musical abilityattribution patterns and feedback styleattribution patterns and feedback style

... and the relationship between them... and the relationship between them

Can motivational training improve achievement behavior?

Determining Determining factorsfactors of pupils‘ achievement behaviorof pupils‘ achievement behavior

Carol Dweck (2001)Carol Dweck (2001)

Beliefs of school children Beliefs of school children

Implicit theoriesImplicit theories

Attribution patternsAttribution patterns

Achievement goalsAchievement goals

Beliefs of school teachersBeliefs of school teachers

Implicit theoriesImplicit theories

Attribution patternsAttribution patterns

„„Meaning System“ ApproachMeaning System“ ApproachDweck und Leggett (1988)Dweck und Leggett (1988)

Implicit self-theories involve personal attributes such asImplicit self-theories involve personal attributes such as

intelligence intelligence

musical abilitymusical ability

Implicit theories Implicit theories motivational framework motivational framework meaning system meaning system attributionsattributions

Implicit self theories can be:•entity theories (talent)

• portray personal attribute as relatively fixed •incremental theories (practice)

• portray attribute as relatively malleable

““Meaning System” ApproachMeaning System” Approach

Goal choice Performance goal Learning goal

Attributions of Success

Ability

Effort

Luck

Easiness of task

Ability

Effort

Attributions of Failure

Lack of ability

helpless behavior

Not enough effort more effort, new strategies

Implicit theory

Entity theory (talent)

Incremental theory

(practice)

Impact of teachers‘ implicit theories Impact of teachers‘ implicit theories on their...on their...

... expectations and attribution patterns... expectations and attribution patterns

Incremental Theorists Incremental Theorists - e- emphasize learning tasksmphasize learning tasks- - confront pupils with challenging tasksconfront pupils with challenging tasks- - give motivational feedback give motivational feedback

Entity TheoristsEntity Theorists- e- enable pupils to have a lot of successesnable pupils to have a lot of successes- - avoid challenging tasks avoid challenging tasks - - give self-worth protecting feedback give self-worth protecting feedback

Method Method Part of a larger project calledPart of a larger project called

Project aimProject aimEvaluate a course on motivation and stress management strategiesEvaluate a course on motivation and stress management strategies

impact on pupils’ achievement behavior impact on pupils’ achievement behavior practicability as part of school curriculumpracticability as part of school curriculum acceptance by teachers and pupilsacceptance by teachers and pupils

Motivation and stress management training Motivation and stress management training for children and teachers in music schoolsfor children and teachers in music schools

10 Girls, 9 BoysAge 12 – 14

15 Teachers

Regional music schools in Styria (Mureck, Leutschach, Deutschlandsberg)

Training phase: 8 weekly sessions

Data collection: • before first session• after 4th session• right after concert (after 8th session)• 3 days after concert

MeasuresMeasures

AttributionAttribution Questionnaire (Painsi, 2003)Attribution Questionnaire (Painsi, 2003)for success and failure in music related contextsfor success and failure in music related contexts

Implicit TheoriesImplicit Theories of Intelligence Scale for Children – Self FormImplicit Theories of Intelligence Scale for Children – Self Form (Dweck, 2000)(Dweck, 2000)

Goal ChoiceQuestionnaire Goal Choice Items (Dweck, 2000)Questionnaire Goal Choice Items (Dweck, 2000)

Self-RegulationSelf-Regulation Scale (Schwarzer, 1999)Self-Regulation Scale (Schwarzer, 1999)

0

0,5

1

1,5

2

2,5

3

3,5

4

Ability Effort Luck TaskDifficulty

Mothers'Influence

Fathers'Influence

Teachers'Influence

Girls

Boys

Mea

n ra

tings

Scale 0-4

Teachers‘ Teachers‘ Attributions of SuccessAttributions of Successp=.058

p=.024

p=.009

0

0,5

1

1,5

2

2,5

3

3,5

4

Ability Effort Luck TaskDifficulty

Mothers'Influence

Fathers'Influence

Teachers'Influence

Girls

Boys

Scale 0-4Mea

n ra

tings

TeachersTeachersAttributions of FailureAttributions of Failure

p=.049

Teachers – Stereotyped thinkingTeachers – Stereotyped thinking

Attributions of success• Girls are successful because they work hard• Teachers think that behind every successful boy is a supportive mother

Attributions of failure• Boys could avoid failures, if they worked harder

Teachers do not consiously differentiate between boys and girls when they evaluate talent, effort, confidence and

achievement

Impact on feedback• Girls get feedback that protects their self-worth• Boys get motivational feedback

0

0,5

1

1,5

2

2,5

3

Beginning Middle End

Pupils of teacherswith incrementaltheory

Pupils of teacherswith entity theory

Scale 0-5

Effect of teacher beliefs Effect of teacher beliefs on student goalson student goals

Pe

rfo

rmin

g

goa

lsL

earn

ing

g

oals

T*

*

*

Self-regulationSelf-regulation

0

0,5

1

1,5

2

2,5

3

Beginning Middle End

Girls

Boys

*T

*

*

Scale 0-3

ConclusionConclusion

Impact of teachers‘ theories on pupils achievement Impact of teachers‘ theories on pupils achievement

behaviorbehavior

Teachers‘ gender stereotypes influence their behavior Teachers‘ gender stereotypes influence their behavior

but not their conscious statements?but not their conscious statements?

Pupils of teachers who hold an incremental theory of Pupils of teachers who hold an incremental theory of

ability improve their goal choice? ability improve their goal choice?

Boys improved more on self-regulation?Boys improved more on self-regulation?

Further researchFurther research

Larger sample Larger sample

Control group with placebo trainingControl group with placebo training

Development of measurements for self-efficacyDevelopment of measurements for self-efficacy

Observation of interactive behavior between teacher and studentObservation of interactive behavior between teacher and student

Differentiation between boys and girls but also between different Differentiation between boys and girls but also between different

achievement behavior types achievement behavior types