学習の継続によるピアノ学習のコスト認知の変容 : 保育者・教員養成課程における学習に着目して
MusicCultEduc_31_49.pdf 1.1 MB
Changes in Piano Learners’ Perceived Cost of Learning Over Time: A Study of Pre-Service Early Childhood Teachers
In professional childcare and teacher training, acquisition and improvement of piano proficiency are often included in the curriculum. However, various challenges have been reported. There has been substantial research into learning motivation, and several studies have reported that beginners tend to perceive a psychological burden regarding learning (Yoshimura & Shibasaki, 2015; Beppu, 2016). However, because these previous studies obtained measurements at only one point in time, the ways in which this perceived burden changes as learning progresses remains unclear. Therefore, the current study sought to examine changes in the perceived cost of piano learning (opportunity cost, psychological cost, and effort cost) using a longitudinal survey.
A questionnaire survey was conducted twice with the same students, in October 2017, and July 2018. At the time of the first survey, participants were 172 freshmen. At the time of the second survey, participants were 168 sophomores. After excluding participants with missing data, 138 data-sets were analyzed. Analysis of variance revealed that a greater opportunity cost was perceived in the second year compared with the first year. Although the psychological cost did not change between the first and second years, the negative correlation between psychological cost and learning motivation was stronger in the second survey compared with the first survey. This finding suggests that this relationship may impede learning for students who had not previously studied piano. Regarding the effort cost, the results revealed a characteristic perception among students with more than 10 years experience learning keyboard instruments before entering a 2-year junior college program: although these students exhibited optimism regarding the effort cost in the first year, they perceived the necessity of effort in the second year because they experienced training at nursery school, or because the learning tasks changed from solo playing to playing accompanied by singing. These changes may cause an increase in the perceived burden of learning.