Abstract:

The main goal of this paper is to research how different methodological procedures in music education influences achievement motivation in piano students during music teaching. Research is based on Atribution theory elaborated by Bernard Weiner (1992) and its adaptation for the music students, made by Edward P. Asmus (1989).

We have researched the difference in achievement motivation among piano students from two music schools in Zagreb: the Elly Bašić Music School (EBMS) with a Functional music pedagogy (FMP) curriculum and another music school with the traditional teaching method.
Results of the research have shown that EBMS students in comparison with students from standard music school attribute their results achieved to a larger extent to attributing factors: effort, classroom environment and sensitivity to music.

Their motivation is stronger since they have a higher ability self-concept, are more devoted to music, have a better relationship with the music school and with the music school in comparison to other extracurricular activities.

Keywords:

Achievement motivation, Edward P. Asmus, Functional music pedagogy Elly Bašić, research, Weiner's Attribution theory.