Behavioral, Affective, and Cognitive Engagement of High School Music Students: Relation to Academic Achievement and Ensemble Performance Ratings
Doctor of Philosophy (Ph.D.)
Degree Granting Department
C. Victor Fung, Ph.D.
David A. Williams, Ph.D.
Jennifer A. Bugos, Ph.D.
Darlene DeMarie, Ph.D.
motivation, music performance assessment, self-determination theory, GPA
The purpose of the study was to determine the relation between student engagement, academic achievement, and music ensemble performance ratings. The study was guided by two research questions: how do students’ varying degrees of student engagement relate to their academic achievement and their ensemble’s performance rating, and to what extent do behavioral, affective, and cognitive engagement predict ensemble performance ratings? Participants were 259 high school band students who completed the Classroom Engagement Inventory in Music. They were also asked to report their GPA, and the researcher recorded their ensemble’s performance rating. Results suggested that higher levels of student engagement were associated with higher levels of ensemble performance ratings (superior and excellent versus good), with a clear demarcation found between lower rated and higher rated ensembles. Although no significant correlation was found between academic achievement and student engagement, affective engagement was found to predict overall music performance outcomes.
Scholar Commons Citation
Pagán, Joel E., "Behavioral, Affective, and Cognitive Engagement of High School Music Students: Relation to Academic Achievement and Ensemble Performance Ratings" (2018). USF Tampa Graduate Theses and Dissertations.