Effects of Asynchronous Music on Students' Lesson Satisfaction and Motivation at the Situational Level

Autor/inn/en	Digelidis, Nikolaos; Karageorghis, Costas I.; Papapavlou, Anastasia; Papaioannou, Athanasios G.
Titel	Effects of Asynchronous Music on Students' Lesson Satisfaction and Motivation at the Situational Level
Quelle	In: Journal of Teaching in Physical Education, 33 (2014) 3, S.326-341 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
DOI	10.1123/jtpe.2013-0120
Schlagwörter	Music; Emotional Response; Influences; Student Motivation; Satisfaction; Physical Education; High School Students; Foreign Countries; Gender Differences; Exercise; Measures (Individuals); Hypothesis Testing; Comparative Analysis; Statistical Analysis; Questionnaires; Greece + Suchen Sie Ihr Suchwort? Musik; Emotionales Verhalten; Influence; Einfluss; Einflussfaktor; Schulische Motivation; Zufriedenheit; Körpererziehung; Sportunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Geschlechterkonflikt; Übung; Messdaten; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Fragebogen; Griechenland
Abstract	The aim of this study was to examine the effects of asynchronous (background) music on senior students' motivation and lesson satisfaction at the situational level. A counterbalanced mixed-model design was employed with two factors comprising condition (three levels) and gender (two levels). Two hundred students (82 boys, 118 girls; M [subscript age] = 16.3 years) volunteered to participate in the study. A lesson was developed and delivered under three experimental conditions: a) teacher-selected music condition; b) student-selected music condition; and c) a no-music control condition. Mixed-model 3 (Condition) × 2 (Gender) ANOVAs were applied to examine the effects of experimental manipulations. No Condition × Gender interaction was observed, although there was a main effect for Condition. When the lesson was delivered under the two music conditions, students scored significantly higher in lesson satisfaction, intrinsic motivation, identified regulation and reported lower scores for external regulation and amotivation. The present results support the notion that the use of background music has potentially positive effects on students' lesson satisfaction and intrinsic motivation, although neither gender nor who selected the music (teacher vs. students) had any moderating influence on the results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10