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This paper studies motives of 48 Year 8 students in WA for playing an instrument and examines how instrument lessons shape their competence beliefs and decisions to continue. Focus group interviews show enjoyment and self-affirming value, while competence beliefs are fragile and can be influenced by instruction. Recommendations target competence beliefs to improve retention.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/in-their-voice-lower-secondary-school-students-beliefs-about-playing-musical-instruments-and-the-impact-of-the-instrument-lesson-upon-those-beliefs/594412/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/in-their-voice-lower-secondary-school-students-beliefs-about-playing-musical-instruments-and-the-impact-of-the-instrument-lesson-upon-those-beliefs/594412.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about Year 8 students in WA?","Question",{"text":112,"@type":113},"The study investigates 48 lower secondary (Year 8) students’ motives for playing a musical instrument and how the instrument lesson influences their decisions to continue learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why focus on the first year of secondary school?",{"text":117,"@type":113},"Year 8 is identified as a period when motivation toward elective activities generally declines, making it a critical time to understand students’ beliefs and continuation decisions.",{"name":119,"@type":110,"acceptedAnswer":120},"How do competence beliefs affect students’ decisions to continue?",{"text":121,"@type":113},"Students’ competence beliefs are described as fragile, and the instrument lesson can impact these beliefs; in turn, competence beliefs influence whether students decide to continue learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594412,1792171913,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","In their voice: Lower secondary  \nschool students’ beliefs about playing musical instruments, and the impact of the instrument lesson upon those beliefs  \nGeoffrey Lowe  \nEdith Cowan University  \nAbstract  \nMany young West Australians learn musical instruments through school based elective programs. However, many students drop out from these programs, particularly in lower secondary school. This paper reports on a study I conducted into the motives of 48 lower secondary school students for playing a musical instrument, and the role of the instrument lesson in influencing student decisions to continue learning. Students in their first year in secondary school in WA (Year 8) were chosen, because the first year of secondary school has been identified as a time when student motivation towards elective activities in general decline. Focus group interviews revealed that while Year 8 students generally enjoyed playing an instrument and described playing as important to affirming notions of self, their competence beliefs were fragile. Importantly, students also indicated that the instrument lesson did impact their competence beliefs, and that competence beliefs can, in turn, impact student decisions to continue learning. After discussing the implications of the findings, I conclude the paper with a series of recommendations for teaching practice, designed to target the competence beliefs of lower secondary students.  \nKey words: instrumental music, motivation, music education, retention, secondary school, competence beliefs  \nAustralian Journal of Music Education 2010:2, 41-51  \nIntroduction  \nLearning a musical instrument has well documented cognitive and emotional benefits for young people. Many young Western Australians play instruments, and this is reflected in Australian Bureau of Statistics figures indicating that approximately 21% of young Western Australians aged 12 learn musical instruments against a national average of 17%(ABS, 2003) . Music instrument lessons run aselective programs in most WA secondary schools. However, many students would appear to dropout of these elective programs, particularly  \nin lower secondary school, as evidenced by low numbers presenting for examinable postcompulsory music courses in WA (Curriculum Council, 2008) . I set out to examine why this might be the case by focusing upon the experiences of a group of WA music students in their first year in secondary school (Year 8). The first year of secondary school has been identified as a time when motivation towards elective activities in general exhibit strong declines (Wigfield and Wagner, 2005; Bandura, 1994; Harter, 1990) .  \nStudent motives for engaging in activities are less stable than adults, and are more  \nsusceptible to outside influence (Stahlberg & Frey, 1988) . Given that the instrument lesson is the central point of interaction in a school based instrumental program, I chose to examine Year 8 student motives for playing an instrument, and the potential influence of the instrumental lesson upon the decisions of these students to continue. Specifically, this paper reports on a study involving 48 Year 8 students drawn from seven government, Catholic and private secondary schools. In focus group interviews, students were asked about their motivation for playing an instrument, and the positive and negative aspects of the instrument lesson.  \nCreech and Hallam (2009), Lierse (2007), St George (2006; 2004) and Brakel,(1997) report that the instrument lesson is a determinant in student decisions to continue learning an instrument. However, as St George (2004) notes, there has been a surprisingly little critiquing of instrument teaching practice in relation to its impact upon student decisions to continue. Accordingly, after considering the findings of this study, this paper make a series of recommendations for instrument teaching practice targeted at enhancing the beliefs of lower secondary students towards learning a musical instrument.  \nWhil","cbCaifzkNKnroHTZ","https://ap.wps.com/l/cbCaifzkNKnroHTZ","pdf",108988,11,"English","# Abstract\n# Introduction\n# Background\n## Music Instrument lessons in Western Australia\n## The first year in secondary school","[{\"question\":\"What does the study examine about Year 8 students in WA?\",\"answer\":\"The study investigates 48 lower secondary (Year 8) students’ motives for playing a musical instrument and how the instrument lesson influences their decisions to continue learning.\"},{\"question\":\"Why focus on the first year of secondary school?\",\"answer\":\"Year 8 is identified as a period when motivation toward elective activities generally declines, making it a critical time to understand students’ beliefs and continuation decisions.\"},{\"question\":\"How do competence beliefs affect students’ decisions to continue?\",\"answer\":\"Students’ competence beliefs are described as fragile, and the instrument lesson can impact these beliefs; in turn, competence beliefs influence whether students decide to continue learning.\"}]","In their voice - Lower secondary school students’ beliefs about playing musical instruments, and the impact of the instrument lesson upon those beliefs | PDF",1792079113,28]