Anstrengungsbereitschaft beim Singen im Musikunterricht: Eine empirische Untersuchung möglicher Einflussfaktoren Student Engagement During Singing in Music Lessons: An Empirical Investigation of Possible Predictors

Abstract

Singing is a vital element of music learning in school. The present study investigates how selected factors influence students’ engagement during singing in music lessons. These factors are: (a) the basic psychological needs for competence, autonomy and relatedness based on self-determination theory; (b) the relationship between students and their teacher; (c) the students’ musical sophistication; (d) well-being through singing; (e) the frequency of singing in music classes; (f) whether the students like to sing in their leisure time; (g) whether students are member of a choir; (h) whether the students like the songs that are sung in music classes; and (i) the students’ age and gender. In order to identify potential relations between these factors and engagement, a questionnaire was administered to a sample of students (N = 225) aged 10 to 13 (M = 11.38, SD = 0.70). Various statistical methods show similar results: whether students like the songs they sing and how much well-being they experience during singing are the two most important predictors of their engagement. Apart from that, the need for competence and autonomy, along with the students’ relationship with their teacher and their degree of musical sophistication, can also be considered solid predictors of engagement. Out of all these factors that determine students’ engagement during singing in music lessons, the only predictor that cannot be influenced by teachers is the students’ well-being.