Susan Helaine Cogdill's research while affiliated with University of Nebraska at Lincoln and other places

Current research on motivation and learning may assist teachers in identifying strategies to help students be successful and persevere in the music classroom. Students’ beliefs about their ability to learn, and the impact these beliefs have on their motivation to learn music, is a large focus of the research presented here. Aspects of music make it unique from other academic disciplines on student motivation. There are different motivational patterns exhibited at different age levels. Being aware of these various aspects may help teachers foster positive beliefs among students about their own music potential. This article presents a review of motivation and learning research literature and provides implications for today’s music classrooms and teaching profession. Suggestions are provided to change perception of talent, widen the scope of musical activities in schools, include authentic assessments, and have teachers learn how to increase student motivation and learning in the music classroom.

The purpose of this quantitative study was to identify what factors shape mindset of singing ability in first-year college music majors and non-music majors, and to examine the relationship of that mindset to intent to participate in singing activities. A researcher-designed survey was administered to first-year college music majors and non-music majors (N = 426). The survey questions explored possible relationships between mindset (beliefs in singing ability as a fixed trait or potential for growth) and (a) past musical experiences, (b) influence from others, (c) singing identity, and (d) intended participation (Dweck, 2000). As expected, music majors tended to endorse more of a growth mindset of singing ability than non-music majors. Neither gender nor music specialization (voice versus non-voice) were significant factors related to singing mindset orientation. Results indicated a significant relationship between students who participated in high school choir, or in other out-of-school singing activities at this age, to a higher endorsement of a growth mindset orientation. Other predictors were having family members or teachers that encouraged them to sing. When participants were asked what previous feedback they had received about their singing ability they reported a high frequency related to "good" or "not good" in both categories of positive and negative feedback. In addition, students with a growth mindset of singing ability were more likely to hold positive self-evaluations of their singing quality, and participate in future singing activities. Advisors: Rhonda Fuelberth and Robert Woody