MOTIVATION TO LEARN MUSIC IN SCHOOL AND NON-leSCHOOL CONTEXTS

This article presents the results of the Brazilian study within the international research entitled "Meanings of music for students in school-based and non- school musical activities". 1 This research aimed at investigating the importance and the meaning assigned by students to musical activities developed in school and non-school contexts. The method consisted of a survey involving 21,975 students from eight countries (Brazil, China, Finland, Hong Kong, Israel, Mexico, South Korea and United States of America), which questionnaire was grounded on the Eccles and Wigfield-s expectancyvalue model for motivation. The Brazilian sample consisted of 1848 students belonging to the 6 th degree of Fundamental Education and to the 3 rd degree of High School, from 11 cities of the Rio Grande do Sul state. Data collection was carried out through a questionnaire about students- opinion on interest, importance, difficulty, utility, competence and confidence sense in relation to Arts, Science, Physical Education, Mathematics, Portuguese and Music. Data was treated by Analysis of Variance (ANOVA). In Brazil, results show that the degree of interest, importance and utility of music increases as the student belong to more advanced degrees, conversely to data observed in most of the other countries.