Mastery Motivation, Mastery Pleasure, and Self-Concept in Singing of Students in Specialized and Non-Specialized Music Classes

Abstract

This study aimed to investigate differences in mastery motivation (MM), mastery pleasure (MP), and self-concept (SC) in singing based on class type (specialized non-specialized music classes) and gender across four grades: 1, 3, 5, and 7. It also explored the relationships between students’ demographic variables and the fundamental motivational factors in music education such as MM, MP, and SC. A survey questionnaire was administered to 586 elementary students in grades 1, 3, 5, and 7 in Hungary. The findings showed that the students from specialized music classes had higher MM, MP, and SC compared to those from non-specialized classes. Female students demonstrated higher MM, MP, and SC in signing across all grades, 1, 3, 5, and 7. Moreover, a negative correlation between grade and these factors showed that the younger students had higher MM, MP, and SC in singing than the older students. Demographic factors such as gender, grade, and class type, except for parental education, significantly influenced students’ development in MM, MP, and SC in singing. This study highlights the importance of specialized music education and early engagement in developing MM, MP, and SC in singing, suggesting that appropriate approaches based on age and gender could enhance students’ musical development.