College choir members' motivation to persist in music: Application of the Tinto model

Journal of Research in Music Education

Volumn 51, Issue 4, 2003, Pages 330-341

  Sichivitsa, Veronica O ^a  

^a Randolph School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 61049178226     PISSN: 00224294     EISSN: None     Source Type: Journal    
DOI: 10.2307/3345659     Document Type: Article

References (30)

1. Bcntler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246
2. Brandstrom, S. (1995-96). Self-formulated goals and self-evaluation in music education. Bulletin of the Council for Research in Music Education, no. 127, 16-21
3. Chandler, T. A., Chiarella, D., & Auria, C. (1988). Performance expectancy, success, satisfaction, and attributions as variables in band challenges. Journal of Research in Music Education, 35, 249-258
4. Corenblum, B., & Marshall, E. (1998). The band played on: Predicting students' intentions to continue studying music. Journal of Research in Music Education, 46, 128-140
5. Davidson, J. W., Sloboda, J. A., & Howe, M.J. A. (1995-96). The role of parents and teachers in the success and failure of instrumental learners. Bulletin of the Council for Research in Music Education, no. 127, 40-44
6. Eccles.J. (1983). "Children's motivation to study music." Documentary report of the Ann Arbor Symposium on the Applications of Psychology to the Teaching and Learning of Music: Session III. Motivation and Creativity. Reston, VA: MENC
7. Gates, T. (1991). Music participation: Theory, research and policy. Bulletin of the Council for Research in Music Education, no. 109, 1-36
8. Greenberg, M. (1970). Musical achievement and the self-concept. Journal of Research in Music Education, 18, 57-64
9. Guarino, A.J. (1996). Self-monitoring, institutional commitment, social and academic integration, and community college student persistence. Dissertation Abstracts International, A57 (09), 3789
10. Halpin, R. L. (1990). An application of the Tinto model to the analysis of freshman persistence in a community college. Community College Revieiv, 17 (4), 22-33
11. Hurley, C. G. (1992). Student motivations for beginning and continuing/discontinuing string music instruction: A preliminary investigation. Dissertation Abstracts International, A53 (08), 2727
12. Klinedinst, R. E. (1991). Predicting performance achievement and retention of fifth-grade instrumental students. Journal of Research in Music Education, 39, 225-238
13. Kukla, A. (1978). An attributional theory of choice. Advances in Social Psychology, 11, 113-144
14. Kvet, E. J., & Watkins, R. C. (1993). Success attributes in teaching music as perceived by elementary education majors. Journal of Research in Music Education, 41, 70-80
15. LeBlanc, A. (1992). Ensuring success in the music classroom. Bulletin of the National Association of Secondary School Principals, 76 (544), 52-55
16. Madsen, C. K., & Duke, R. A. (1985). Observation of approval/disapproval in music: Perception versus actual classroom events. Journal of Research in Music Education, 33, 205-214
17. Mizener, C. P. (1993). Attitudes of children toward singing and choir participation and assessed singing skill. Journal of Research in Music Education, 41, 233-245
18. Moore, R. S. (1976). Effect of differential teaching techniques on achievement, attitude, and teaching skills. Journal of Research in Music Education, 24, 129-141
19. Napoli, A. R., & Wortman, P. M. (1996). A meta-analysis of the impact of academic and social integration on persistence in community college students. Journal of Applied Research in the Community College, 4 (1), 5-21
20. Neill, S. L. (1998). Motivating factors for student participation in high school choral programs and vocal enrichment activities. Dissertation Abstracts International, A59 (04), 1105
21. Nierman, G. E., & Veak, M. H. (1997). Effect of selected recruiting strategies on beginning instrumentalists' participation decisions. Journal of Research in Music Education, 45, 380-389
22. Pascarella, E. T., & Chapman, D. \V. (1983). A multi-institutional, path analytic validation of Tinto's model of college withdrawal. American Educational Research Journal, 20 (1), 87-102
23. Price, H. E. (1983). The effect of conductor academic task presentation, conductor reinforcement, and ensemble practice on performers' musical achievement, attentiveness, and attitude. Journal of Research in Music Education, 31, 245-257
24. Sichivitsa, V. O. (2002). Influences of parental support in music, prior choral experience, self-efficacy, formal and informal integration upon collegestudent persistence in music. Journal of Integrative Psychology, 2, Spring
25. Stage, F. K. (1989). Motivation, academic and social integration, and the early dropout. American Educational Research Journal, 26 (3), 385-402
26. Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125
27. Tinto, V. (1982). The limits of theory and practice in student attrition. Journal of Higher Education, 53, 687-700
28. Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press
29. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago and London: University of Chicago Press
30. Werpy, S. F. (1995). Relationships between selected factors of motivation for participation in high school band and general motivation for musical experience. Dissertation Abstracts International, A56 (07), 2602