Expectativas de los padres y rendimiento en las enseñanzas musicalesUn acercamiento desde el Efecto Pigmalión

  1. Campayo Muñoz, Emilia
Zeitschrift:
Artseduca

ISSN: 2254-0709

Datum der Publikation: 2023

Nummer: 34

Seiten: 81-94

Art: Artikel

DOI: 10.6035/ARTSEDUCA.6633 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: Artseduca

Objetivos de desarrollo sostenible

Zusammenfassung

Parents' expectations towards their children's musical performance can exert a decisive influence on their performance. Given the importance of this issue, this study explores the interconnection between the performance of a student attended elementary piano lessons at a conservatory in Spain and her parents' expectations regarding these studies. In addition, it is also intended to respond to the lack of literature that addresses this issue. To do this, the parents’ and student’s expectations were inquired through a semi-structured interview. Also, the teacher-researcher monitored the student throughout the entire school year within the framework of the piano subject in order to collect data related to the student's musical performance through participant observation. The results suggest that parent’s expectations exert a significant influence on the child’s musical performance.  

Bibliographische Referenzen

  • Benner, A. D., & Mistry, R. S. (2007). Congruence of mother and teacher educational expectations and lowincome youth’s academic competence. Journal of Educational Psychology, 99(1), 140–153. https://doi.org/10.1037/0022-0663.99.1.140
  • Bigras, M., LaFreniere, P. J., & Dumas, J. E. (1996). Discriminant Validity of the Parent and Child Scales of the Parenting Stress Index. Early Education & Development, 7(2), 167–178. https://doi.org/10.1207/s15566935eed0702_5
  • Cardona, D. (2004). Percepción y expectativa de los ciudadanos peruanos frente al gobierno electrónico. The Bi-Annual Academic Publication of Universidad ESAN, 9(17).
  • Chang, J. (2011). A Case Study of the “Pygmalion Effect”: Teacher Expectations and Student Achievement. International Education Studies, 4(1). https://doi.org/10.5539/ies.v4n1p198
  • De Tenazos, A. (1998). Una etnografía de la etnografía. Antropos.
  • Dweck, C. S., & Master, A. (2009). Self-Theories and Motivation. Students’ Beliefs about Intelligence. In A. Wentzel, K. R. and Wigfield (Ed.), Handbook of Motivation at School (pp. 123–140). Routledge.
  • Eden, D. (1990). Pygmalion in management: Productivity as a self-fulfilling prophecy.Lexington Books/D. C. Heath and Com.
  • Elliott, J. (1990). La investigaciónacción en educación. Ediciones Morata.
  • Friedrich, A., Flunger, B., Nagengast, B., Jonkmann, K., & Trautwein, U. (2015). Pygmalion effects in the classroom: Teacher expectancy effects on students’ math achievement. Contemporary Educational Psychology, 41, 1–12. https://doi.org/10.1016/j.cedpsych.2014.10.006
  • Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449–468. https://doi.org/10.1007/BF01172967
  • Good, T. L., & Thompson, E. K. (1998). Research on the communication of performance expectations: A review of recent perspectives. Advances in Research on Teaching, 7, 273–308.
  • Hallam, S. (2002). Musical Motivation: Towards a model synthesising the research. Music Education Research, 4(2), 225–244. https://doi.org/10.1080/1461380022000011939
  • Iturrizaga, I. M., & Chalco, E. F. (2012). Expectativas hacia el rendimiento escolar en profesores de educación primaria de la provincia de Arequipa: Una aproximación al estudio del Efecto Pigmalión. Revista de Investigación, 1(1), 13–27.
  • Kenny, D. T. (2011). Defining music performance anxiety. In The Psychology of Music Performance Anxiety (pp. 47–82). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199586141.003.0027
  • Ma, X. (2001). Participation in Advanced Matematics: Do Expectation and Influence of Students, Peers, Teachers, and Parents Matter? Contemporary Educational Psychology, 26(1), 132–146. https://doi.org/10.1006/ceps.2000.1050
  • Marsh, H. W., & Craven, R. G. (2006). Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives. Perspectives on Psychological Science, 1(2), 133–163. https://doi.org/10.1111/j.1745-6916.2006.00010.x
  • Marsh, H. W., & Köller, O. (2004). Unification of theoretical models of academic self-concept/achievement relations: Reunification of east and west German school systems after the fall of the Berlin Wall. Contemporary Educational Psychology, 29(3), 264–282. https://doi.org/10.1016/S0361-476X(03)00034-1
  • Martínez, L. (2007). La observación y el diario de campo en la definición de un tema de investigación. Revista Perfiles Libertadores, 4(80), 73–80.
  • Mcpherson, G. E., Zimmerman, B. J. (2002). Self-Regulation of Musical Learning. A Social Cognitive Perspective. In The New Hanbook of Research on Music Teaching and Learning (pp. 327–347). Oxford University Press.
  • McPherson, G. E. (2009). The role of parents in children’s musical development. Psychology of Music, 37(1), 91–110. https://doi.org/10.1177/0305735607086049
  • McPherson, G. E., & McCormick, J. (2006). Self-efficacy and music performance. Psychology of Music, 34(3), 322–336. https://doi.org/10.1177/0305735606064841
  • Merton, R. K. (1948). The Self-Fulfilling Prophecy. The Antioch Review, 8(2), 193. https://doi.org/10.2307/4609267
  • Papageorgi, I. (2022). Prevalence and predic-tors of music performance anxiety in adolescent learners: Contributions of individual, task-related and environmental factors. Musicae Scientiae, 26(1), 101–122. https://doi.org/10.1177/1029864920923128
  • Pérez, D. L. (2007). El diario del profesor: herramienta de investigación y transformación de la práctica docente. Revista Colombiana de Rehabilitación, 6(1), 111. https://doi.org/10.30788/RevColReh.v6.n1.2007.95
  • Pomerantz, E. M., & Dong, W. (2006). Effects of mothers’ perceptions on children’s theories of competence. Developmental Psychology, 42(5), 950–961. https://doi.org/http://psycnet.apa.org/doi/10.1037/0012-1649.42.5.950
  • Robledo, P., & García, J. N. (2009). El entorno familiar y su influencia en el rendimiento académico de los alumnos con dificultades de aprendizaje: revisión de estudios empíricos. Aula Abierta, 37(1), 117–128.
  • Rosenthal, R. (1994). Interpersonal expectancy effectsda 30-year perspective. Current Directions in Psychological Science, 3(6), 176–179.
  • Rosenthal, R. (2010). Pygmalion Effect. In Corsini Encyclopedia of Psychology (p. Vol. 3). Hoboken, NJ, John Wiley & Sons, Inc.Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16–20. https://doi.org/10.1007/BF02322211
  • Seginer, R. (1983). Parents’ educational expectations and children’s academic achievements: A literature review. Merrill-Palmer Quarterly, 29(1), 1–23.
  • Sichivitsa, V. O. (2007). The influences of parents, teachers, peers and other factors on students’ motivation in music. Research Studies in Music Education, 29(1), 55–68. https://doi.org/10.1177/1321103X07087568
  • Snyder, M., & Stukas, A. A. (1999). INTERPER-SONAL PROCESSES: The Interplay of Cognitive, Motivational, and Behavioral Activities in Social Interaction. Annual Review of Psychology, 50(1), 273–303. https://doi.org/10.1146/annurev.psych.50.1.273
  • Stukas, A. A., & Snyder, M. (2013). Self-ful-filling prophecies. In H. S. Friedman (Ed.), Encyclopedia of mental health (2nd edition, Vol. 4) (pp. 92–100). Academic Press.
  • Tangney, J. P. (2002). Perfectionism and the self-conscious emotions: Shame, guilt, embarrassment, and pride. In Perfectionism: Theory, research, and treatment. (pp. 199–215). American Psychological Association. https://doi.org/10.1037/10458-008
  • Tsiplakides, I., & Keramida, A. (2010). The Relationship between Teacher Expectations and Student Achievement in the Teaching of English as A Foreign Language. English Language Teaching, 3(2). https://doi.org/10.5539/elt.v3n2p22
  • Vargas, D. A. (2016). Profecía autocumplida o los dos tiempos de la verdad. Desde El Jardín de Freud, 16, 63. https://doi.org/10.15446/djf.n16.58154
  • Weinstein, R. S., Marshall, H. H., Sharp, L., & Botkin, M. (1987). Pygmalion and the Student: Age and Classroom Differences in Children’s Awareness of Teacher Expectations. Child Development, 58(4), 1079. https://doi.org/10.2307/1130548
  • West, A., Noden, P., Edge, A., & David, M. (1998). Parental Involvement in Education in and out of School. British Educational Research Journal, 24(4), 461–484. https://doi.org/10.1080/0141192980240407
  • White, S. S., & Locke, E. A. (2000). Problems with the pygmalion effect and some proposed solutions. The Leadership Quarterly, 11(3), 389–415. https://doi.org/10.1016/S1048-9843(00)00046-1
  • Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89(3), 451–469. https://doi.org/10.1037/0022-0663.89.3.451
Fuente de los datos: Dialnet