MOTIVACIJA ZA UČENJE GLAZBE KOD STUDENATA UČITELJSKIH STUDIJA KROZ PERSPEKTIVU TEORIJA MOTIVACIJE
MOTIVATION OF STUDENTS OF TEACHER STUDIES TO LEARN MUSICTHROUGH THE LENS OF MOTIVATION THEORIES

Summary/Abstract: This paper discusses motivation of students to learn music as a part of the complusory music courses in undergraduate teacher studies. Its purpose is to provide an insight into the motivation factors behind students’ learning of music, thus setting a ground for more efficient music lessons and better access to music teaching skills for future teachers. It presents three motivation theories applicable to the discussion of students' motivation: Attribution Theory, Achievement Goal Orientation Theory, and Expectancy-Value Theory. When these three theories are applied to music learning as a part of teacher studies, the following variables appear important: students’ perception of their own abilities, their effort, success, as well as the affective and value component of their motivation. The theory which encompasses the greatest number of elements crucial for music education of students in teacher studies is the Expectancy-Value Theory, which could be used in future research. The review of motivation research in music education has shown that teachers can be an influential factor in increasing students’ motivation by: encouraging students to adopt effortbased attributions, encouraging them to orient themselves towards the task orientation, helping them to become successful in music, giving them a plethora of various music tasks, appreciating their efforts, and cultivating values that will form positive attitudes of students towards music education.

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