Secondary Music Teacher Student Self-Reflection Items Survey

This study explores motivational beliefs and contextual factors that shape secondary classroom teachers' implementation of student self-assessment practices in music performance learning. This investigation employed a parallel mixed methods research approach comprising two phases: a teacher questionnaire and teacher interviews. This study explored secondary classroom music teachers’ SSA practices, motivational beliefs, and external contextual factors shaping their SSA practices in music performance pedagogy. This research was theoretically framed by social cognitive theory and Buehl and Beck’s (2015) ecological model of factors influencing teachers’ instructional practices. It employed a two-phased, convergent parallel mixed methods design. Drawing on two different teacher samples from New South Wales, Australia, Phase 1 comprised a quantitative online survey measuring teachers’ motivational beliefs and SSA practices (n = 216), and Phase 2 included three qualitative teacher interviews. To understand factors shaping teachers’ SSA practices, exploratory factor and multivariate linear regression analyses were conducted on Phase 1 data. Thematic analysis was utilised in Phase 2. This investigation found that whilst almost all teachers reported implementing some forms of SSA in music performance pedagogy, the diversity and frequency of implementation varied among teachers. Holding combined goal orientation, positive task value, positive outcome expectancy, and strong self-efficacy motivational beliefs were found to underpin teachers’ SSA practices. Contextual factors were also found to influence and mediate teachers’ motivational beliefs for utilising SSA practices. Classroom- and school-level contextual factors teachers described as supporting SSA use comprised: (a) catering to students’ music performance abilities, (b) building positive teacher and student relationships, (c) creating a psychologically safe learning environment, and (d) having access to appropriate classroom ICT instructional resources. Constraining factors encompassed: (a) navigating students’ maladaptive attitudes, beliefs and behaviours; (b) lacking ability to cater to students’ diverse music performance abilities; (c) managing time constraints; (d) experiencing limited SSA instructional resources; (e) difficulty accessing teacher professional learning; and (f) experiencing restricted collegial collaborations. Three key themes were derived across the two research phases: (a) harnessing teachers’ goal orientation beliefs, (b) drawing on teachers’ positive expectancy beliefs, and (c) understanding the influential role of context in shaping teachers’ SSA practices. These themes provide insights into the complex interrelationships among teachers’ motivational beliefs and contextual factors that impact on their SSA practices in music performance pedagogy, with contextual factors serving as mediating factors or sources of motivation. Findings from this study suggest the fruitfulness in adopting an ecological lens when investigating teachers’ SSA practices. These results contributed to the construction of an ecological framework. Pedagogically, findings suggest that those seeking to promote SSA in schools need to address the mix of motivation and context, including teachers’ perceived challenges associated with the use of SSA. Teacher educators also need to attend to relational dimensions in the classroom and teacher professional learning. Regarding policy, findings highlight the need for curriculum stakeholders to incorporate SSA as an essential component of music performance pedagogy and potentially, school-based assessment in educational policy, syllabi and support documents. It is hoped that this research will serve as an impetus for key stakeholders to consider these dimensions in devising facilitating measures to enhance the implementation of SSA within schools and classrooms to benefit student music performance learning and teacher pedagogy.

本研究探讨了影响中学课堂教师在音乐表演学习中实施学生自评（student self-assessment, SSA）实践的动机信念与情境因素。本研究采用并行混合方法研究设计，包含两个阶段：教师问卷调研与教师访谈。本研究探讨了中学音乐课堂教师在音乐表演教学中的SSA实践、动机信念，以及影响其实施SSA的外部情境因素。本研究以社会认知理论（social cognitive theory）以及Buehl与Beck（2015）提出的教师教学实践影响因素生态模型为理论框架，采用两阶段收敛并行混合方法设计。本研究招募了来自澳大利亚新南威尔士州的两组教师样本：第一阶段为量化在线调研，用于测量教师的动机信念与SSA实践情况（有效样本量n=216）；第二阶段为3场教师质性访谈。为明确影响教师实施SSA的因素，研究团队对第一阶段的调研数据进行了探索性因素分析与多元线性回归分析；第二阶段则采用主题分析法开展研究。
研究结果显示，尽管几乎所有教师均表示在音乐表演教学中实施了一定形式的SSA，但不同教师的SSA实践多样性与实施频率存在显著差异。持有复合型目标定向、积极任务价值感、正向结果期望以及较强自我效能感的动机信念，是教师实施SSA的核心支撑因素。同时，情境因素同样会对教师实施SSA的动机信念产生影响与中介作用。
教师提及的、能够支持SSA实施的课堂与学校层面情境因素包括：（1）适配学生的音乐表演能力水平；（2）构建良好的师生关系；（3）营造心理安全的学习环境；（4）可获取适配的课堂信息与通信技术（ICT）教学资源。制约教师实施SSA的因素则包括：（1）应对学生的适应不良态度、信念与行为；（2）难以适配学生多样化的音乐表演能力水平；（3）应对时间紧张的问题；（4）可获取的SSA教学资源有限；（5）难以获取教师专业发展资源；（6）同事协作机会受限。
通过两个研究阶段，本研究提炼出三大核心主题：（1）利用教师的目标定向信念；（2）依托教师的正向期望信念；（3）明晰情境因素对教师实施SSA实践的影响作用。上述主题揭示了教师动机信念与情境因素之间的复杂交互关系——这些因素均会影响教师在音乐表演教学中的SSA实践，而情境因素可作为动机的中介因素或动机来源。本研究结果证实，采用生态视角开展教师SSA实践研究具备显著价值，同时为生态框架的构建提供了实证依据。
从教学实践层面来看，本研究结果表明，若要在学校中推广SSA，需兼顾动机与情境双维度因素，包括教师在使用SSA过程中感知到的各类挑战；教师教育者也需关注课堂中的关系维度以及教师专业发展相关工作。在政策层面，研究结果凸显了课程相关利益方的行动必要性：需将SSA纳入音乐表演教学的核心组成部分，并可考虑将其作为学校层面的评估内容，融入教育政策、课程大纲与支持性文件中。
本研究期望能够推动关键利益方参考上述维度，制定针对性的促进措施，以优化学校与课堂中的SSA实施效果，最终助力学生音乐表演学习与教师教学实践的发展。

搜集汇总

背景与挑战

背景概述

该数据集是一项关于中学音乐教师在音乐表演教学中实施学生自我评估（SSA）实践的研究，采用混合方法（包括对216名教师的问卷调查和3次访谈），探索教师的动机信念和情境因素如何影响SSA的实施。研究发现，教师的动机信念（如目标导向和自我效能）与课堂和学校层面的情境因素（如学生能力、资源和时间限制）相互作用，共同塑造SSA实践，并提出了一个生态框架来理解这些复杂关系。数据集旨在为教育政策、教师专业发展和音乐教学法提供见解，以促进学生音乐表演学习。