Cognitive mediational processes and positive motivation: Implications of educational research for music teaching and learning

Abstract

This article examines some of the recent issues addressed in educational research, and explores the implications of a number of these studies to the teaching and learning of music. The main aims are (1) to focus on the cognitive mediational processes shown to be significant in current research approaches to positive motivation and (2) to consider how these may contribute to planning ways in which positive motivation may be established and sustained in learning settings.