Pupils' attitudes to school and music at the start of secondary school

Kokotsaki, D.

doi:10.1080/03055698.2016.1160822

Pupils' attitudes to school and music at the start of secondary school

Kokotsaki, D.

Authors

Dr Dimitra Kokotsaki dimitra.kokotsaki@durham.ac.uk
Associate Professor

Abstract

This study aims to explore pupils’ affective engagement with school and music during their transition to secondary school. A gender comparison is also being made to ascertain any differences that may exist between boys and girls during this time. A sample of 182 pupils completed two questionnaires (attitudes to school and attitudes to music) three times (at the end of Year 6, at the beginning and end of Year 7). A series of one-way repeated measures analysis of variance tests showed that pupils’ overall attitudes to school dropped significantly from the end of Year 6 to the end of Year 7 with their enjoyment towards school and their satisfaction with the work environment declining. Pupils’ attitudes to music presented a significant fall at the end of Year 7 after a slight improvement at the beginning of secondary school. Girls held consistently more positive attitudes towards school and music than boys. It is suggested that pupils’ attitudes are malleable and responsive to environmental change and, therefore, this problem can be remedied if appropriate interventions are put into place particularly regarding the teacher-pupil relationship and pupils’ perceived autonomy in their learning.

Citation

Kokotsaki, D. (2016). Pupils' attitudes to school and music at the start of secondary school. Educational Studies, 42(2), 201-220. https://doi.org/10.1080/03055698.2016.1160822

Journal Article Type	Article
Acceptance Date	Feb 12, 2016
Online Publication Date	Mar 31, 2016
Publication Date	Mar 31, 2016
Deposit Date	Feb 19, 2016
Publicly Available Date	Sep 30, 2017
Journal	Educational studies.
Print ISSN	0305-5698
Electronic ISSN	1465-3400
Publisher	Taylor and Francis Group
Peer Reviewed	Peer Reviewed
Volume	42
Issue	2
Pages	201-220
DOI	https://doi.org/10.1080/03055698.2016.1160822

Files

Accepted Journal Article (796 Kb)
PDF

Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis Group in Educational Studies on 31/03/2016, available online at: http://www.tandfonline.com/10.1080/03055698.2016.1160822.