Abstract
This study explores creativity in self-regulated learning and motivation in music education in the transition from elementary school to junior high school in Japan. The self reported questionnaire investigation involved 1392 pupils and students in 8 elementary schools and 6 junior high schools in Tokyo from sixth to ninth graders. Using a 4 × 2 MANOVA, music motivation, self-regulated learning (SRL) and academic self-concept were compared by four grade levels and two genders. There were significant differences among the four grade levels on the six SRL variables and academic self-concept. Concerning SRL, ninth graders had lower scores than sixth, seventh, eighth graders. Additionally, gender-related differences were found in music motivation; female students demonstrated higher scores than males. In academic self-concept, six grader pupils in elementary school scored significantly higher than seventh, eighth, and ninth students in junior high school students. Discuss the practical implications of these findings in the context of collaborative teaching and studying methods in music education in Japan.
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Preparation of this article was supported in part by a research grant from the Grants-in-Aid for Social Scientific Research (research project number 17011021) by Japanese Ministry of Education, Culture, Sports, Science, and Technology.
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Oie, M., Fujie, Y., Okugawa, Y., Kakihana, S., Itaka, S., Uebuchi, H. (2019). Do You like Music as the Subject at School? Creativity in Self-regulated Learning and Motivation in Music Education. In: Tsubonou, Y., Tan, AG., Oie, M. (eds) Creativity in Music Education. Creativity in the Twenty First Century. Springer, Singapore. https://doi.org/10.1007/978-981-13-2749-0_14
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