Effects of Music Students' and Parents' Goal Perception on Self-Regulated Learning and Interest

Abstract

In order to become as an artist, goal is an important psychological driving force. Goals directly affect behavioural factors such as effort and perform strategy of an individual for the attainment of ones goal (Locke & Latham, 2000). According to the preceding research, high goal perception has close correlation with professional development (Glaser, 1985). Target psychological traits recognised by high professional acquirers are found to be autonomy, commitment, achievement expectancy and intrinsic value of goal. In order to become a successful artist, personal interest in specific topic or activity will be important. This will motivate learning as internal motive, and will play important role in leading efficient learning. Additionally, important factors and practical implication in becoming a successful artist are self-planning and active involvement, which are needed for active tendency of self-regulated learning for achievements in learning objectives. For arts middle school students, they decide their paths early as they find out about their talents and through the support of their parents. In Eastern countries, intervention of the parents on educational processes is considered as attention and love, which could have positive effect on their education. Therefore, this research would like to find out how differences in goal perception between the student and the parents affect the interest of the student and self-regulated learning. To answer the research question, the survey was done on 100 students and parents at A School of the Arts, which resulted that the interest and self-regulated learning of a student are affected by goal perception of a student. To summarise the result from this research: It was identified that the interest of a student was closely impacted via high intrinsic value of goal. On the other hand, the goal attainability, goal commitment were not related to the interest of a student. It was also confirmed that the high intrinsic value of goal and goal commitment of a student was closely related to self-regulated learning however not related to autonomy and attainability. From investigation of goal perception of a student and parents effects on the interest and self-regulated learning of a student, it was interesting to note that the lack of consensus between students and parents intrinsic value of goal were negatively influenced students self-regulated learning and interest. On the other hand, students and parents goal commitment, goal autonomy and goal attainability did not effect students self-regulated learning and interest. The results of the present study revealed several important implications. Firstly, as students did not perceive the goal autonomy and attainability as highly important, this did not have important impact on self-regulated learning and interest. It is expected that when the students are allowed to set and seek their own goals, it will change their perception. Secondly, it is important for students and parents to have consensus goal perception. Parents need to support and environment to be able to help their children to motivate the internal synchronization of the student and is implied as to have impact on competency, relativity, self-control and educational achievement.