A mixed methods investigation of flow experience in the middle level instrumental music classroom
2014-08
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A mixed methods investigation of flow experience in the middle level instrumental music classroom
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2014-08
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ABSTRACT:A Mixed Methods Investigation of Flow Experience in the Middle Level Instrumental Music Classroom Casey J. Clementson - University of Minnesota Flow theory (Csikszentmihalyi, 1990) has potential to frame research on the quality of a student's experience in the classroom. The purpose of this mixed method study was to explore selected factors that may impact a student's frequency of flow experiences in a middle school band and how these flow experiences may relate to achievement and enjoyment. A convergent parallel mixed methods design was employed in which quantitative and qualitative data were collected concurrently, analyzed separately, and then merged. Quantitative data were collected in the form of repeated surveys of students in four classrooms; the qualitative method of inquiry was a case study of an eighth grade band. Results of a hierarchical linear modeling (HLM) analysis indicated that the factors of type of activity, self-determination, and a match between teacher and student perception of a student's self-efficacy were significant predictors of the balance between challenge and skill, or the flow channel. Results from the qualitative data analysis suggested that the teacher and students bring their own values, beliefs, and needs to create an overall band culture. The intent of the band culture is to create intrinsically motivated musicians. A continuum of flow opportunity was theorized; students move back and forth along the continuum based on their individual development. Merged data indicated convergence and divergence between the quantitative and qualitative data. Further research to explore developmentally appropriate and meaningful measures of flow for middle school students is recommended, along with expanding the sample when studying flow experiences (with quantitative, qualitative, or mixed methods designs).
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University of Minnesota Ph.D dissertation. August 2014. Major: Music. Advisor: Dr. Laura K. Sindberg. 1 computer file (PDF); xiii, 269 pages, appendices A-H.
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Clementson, Casey Jill. (2014). A mixed methods investigation of flow experience in the middle level instrumental music classroom. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/167038.
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