This article reports on the personal beliefs and attitudes of highly motivated Hong Kong school-age subjects who studied music. A total of 24 participants who demonstrated high achievement and interest in learning music were interviewed. Content analysis of the interview data was performed to elucidate four topics: background information about the music learning of participants, their feelings about learning music, their perceptions of parental expectations of the learning of different subjects, and music learning in schools. A detailed analysis was conducted to understand the views of participants on attainment value, task value, task difficulty and intrinsic motivation. Based on the results, a theoretical framework was derived that includes three developmental stages: (1) initial motivation, (2) short-term involvement and the learning process and (3) long-term involvement and ongoing commitment. The study contributes to the understanding of the developmental trajectory of these Asian participants by detailing intrinsic and extrinsic factors that impacted on their musical development.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613808.2011.553278 ]