By the same authors

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From the same journal

Institutional culture and learning I: perceptions of the learning environment and musicians' attitudes to learning

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Institutional culture and learning I: perceptions of the learning environment and musicians' attitudes to learning. / Papageorgi, Ioulia; Haddon, Elizabeth; Creech, Andrea; Morton, Frances; de Bezenac, Christophe; Himonides, Evangelos; Potter, John; Duffy, Celia; Whyton, Tony; Welch, Graham.

In: Music education research, Vol. 12, No. 2, 06.2010, p. 151-178.

Research output: Contribution to journalArticle

Harvard

Papageorgi, I, Haddon, E, Creech, A, Morton, F, de Bezenac, C, Himonides, E, Potter, J, Duffy, C, Whyton, T & Welch, G 2010, 'Institutional culture and learning I: perceptions of the learning environment and musicians' attitudes to learning', Music education research, vol. 12, no. 2, pp. 151-178. https://doi.org/10.1080/14613801003746550

APA

Papageorgi, I., Haddon, E., Creech, A., Morton, F., de Bezenac, C., Himonides, E., ... Welch, G. (2010). Institutional culture and learning I: perceptions of the learning environment and musicians' attitudes to learning. Music education research, 12(2), 151-178. https://doi.org/10.1080/14613801003746550

Vancouver

Papageorgi I, Haddon E, Creech A, Morton F, de Bezenac C, Himonides E et al. Institutional culture and learning I: perceptions of the learning environment and musicians' attitudes to learning. Music education research. 2010 Jun;12(2):151-178. https://doi.org/10.1080/14613801003746550

Author

Papageorgi, Ioulia ; Haddon, Elizabeth ; Creech, Andrea ; Morton, Frances ; de Bezenac, Christophe ; Himonides, Evangelos ; Potter, John ; Duffy, Celia ; Whyton, Tony ; Welch, Graham. / Institutional culture and learning I: perceptions of the learning environment and musicians' attitudes to learning. In: Music education research. 2010 ; Vol. 12, No. 2. pp. 151-178.

Bibtex - Download

@article{220319f1f5fa4511adda6d0b54607c00,
title = "Institutional culture and learning I: perceptions of the learning environment and musicians' attitudes to learning",
abstract = "Research in higher education has established a relationship between student approaches to learning and their perceptions of the learning environment. This study aims to make a contribution to music education literature by investigating undergraduate music students' perceptions of the learning context and their attitudes towards learning and performance. The research design included a large questionnaire survey followed up by 13 case study interviews and six focus groups. Survey participants were 170 undergraduate musicians studying in three distinctively different higher education institutions, encompassing classical, popular, jazz and Scottish traditional music genres. Findings suggest that the context of learning and the prevailing institutional culture are related to students' approaches to learning and performance. This paper focuses on findings related specifically to students' approaches to learning. Whilst statistically controlling for biases in gender and genre across the three institutions, differences were observed in students' self-assessment and perceived control over musical skills, as well as perceived relevance and pleasure obtained from engagement with musical activities. Our findings also highlight undergraduate musicians' perceptions of successful learning environments. A subsequent paper will focus on students' approaches to performance, in terms of musical self-efficacy and experiences of performance anxiety.",
keywords = "learning environment, institutional culture, higher education, attitudes to learning and performance, STUDENTS, COMMONALITY, PERFORMANCE, TEACHERS, OUTCOMES",
author = "Ioulia Papageorgi and Elizabeth Haddon and Andrea Creech and Frances Morton and {de Bezenac}, Christophe and Evangelos Himonides and John Potter and Celia Duffy and Tony Whyton and Graham Welch",
year = "2010",
month = "6",
doi = "10.1080/14613801003746550",
language = "English",
volume = "12",
pages = "151--178",
journal = "Music education research",
issn = "1461-3808",
publisher = "Routledge",
number = "2",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Institutional culture and learning I: perceptions of the learning environment and musicians' attitudes to learning

AU - Papageorgi, Ioulia

AU - Haddon, Elizabeth

AU - Creech, Andrea

AU - Morton, Frances

AU - de Bezenac, Christophe

AU - Himonides, Evangelos

AU - Potter, John

AU - Duffy, Celia

AU - Whyton, Tony

AU - Welch, Graham

PY - 2010/6

Y1 - 2010/6

N2 - Research in higher education has established a relationship between student approaches to learning and their perceptions of the learning environment. This study aims to make a contribution to music education literature by investigating undergraduate music students' perceptions of the learning context and their attitudes towards learning and performance. The research design included a large questionnaire survey followed up by 13 case study interviews and six focus groups. Survey participants were 170 undergraduate musicians studying in three distinctively different higher education institutions, encompassing classical, popular, jazz and Scottish traditional music genres. Findings suggest that the context of learning and the prevailing institutional culture are related to students' approaches to learning and performance. This paper focuses on findings related specifically to students' approaches to learning. Whilst statistically controlling for biases in gender and genre across the three institutions, differences were observed in students' self-assessment and perceived control over musical skills, as well as perceived relevance and pleasure obtained from engagement with musical activities. Our findings also highlight undergraduate musicians' perceptions of successful learning environments. A subsequent paper will focus on students' approaches to performance, in terms of musical self-efficacy and experiences of performance anxiety.

AB - Research in higher education has established a relationship between student approaches to learning and their perceptions of the learning environment. This study aims to make a contribution to music education literature by investigating undergraduate music students' perceptions of the learning context and their attitudes towards learning and performance. The research design included a large questionnaire survey followed up by 13 case study interviews and six focus groups. Survey participants were 170 undergraduate musicians studying in three distinctively different higher education institutions, encompassing classical, popular, jazz and Scottish traditional music genres. Findings suggest that the context of learning and the prevailing institutional culture are related to students' approaches to learning and performance. This paper focuses on findings related specifically to students' approaches to learning. Whilst statistically controlling for biases in gender and genre across the three institutions, differences were observed in students' self-assessment and perceived control over musical skills, as well as perceived relevance and pleasure obtained from engagement with musical activities. Our findings also highlight undergraduate musicians' perceptions of successful learning environments. A subsequent paper will focus on students' approaches to performance, in terms of musical self-efficacy and experiences of performance anxiety.

KW - learning environment

KW - institutional culture

KW - higher education

KW - attitudes to learning and performance

KW - STUDENTS

KW - COMMONALITY

KW - PERFORMANCE

KW - TEACHERS

KW - OUTCOMES

UR - http://www.scopus.com/inward/record.url?scp=77958085270&partnerID=8YFLogxK

U2 - 10.1080/14613801003746550

DO - 10.1080/14613801003746550

M3 - Article

VL - 12

SP - 151

EP - 178

JO - Music education research

JF - Music education research

SN - 1461-3808

IS - 2

ER -