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dc.contributor.authorLivia, Yuliawati
dc.date.accessioned2021-07-20T07:33:42Z
dc.date.available2021-07-20T07:33:42Z
dc.date.issued2021
dc.identifier.urihttp://dspace.uc.ac.id/handle/123456789/3467
dc.description.abstractLearning music through formal lessons have a lot of benefit for teenagers. Unfortunately, data shows that teenagers tend to quit music lessons because of the lack of interest and motivation. Motivation, especially intrinsic motivation is an important aspect in the continuation of having formal music lessons because it can predict a more effective music practice. Support from teacher and parents are needed in order to increase the student’s intrinsic motivation. The hypothesis is that there is a positive effect between perceived autonomy support and perceived social support towards intrinsic motivation to play music. This research uses quantitative approach with correlational design. Subjects in this research are 120 teenagers who is currently taking music lessons in Surabaya and obtained by means of accidental sampling. Data analysis shows the main hypothesis is only partially accepted, where it is found only perceived autonomy support can predict intrinsic motivation while perceived social support have no effect. Further analysis shows that perceived autonomy and social support from music teacher has a significant effect towards teenager’s intrinsic motivation. Other factors such as what age the student start having lessons also have an effect towards their intrinsic motivation asteenagers.en_US
dc.publisherPsychopreneur Journalen_US
dc.subjectIntrinsic motivation, music, perceived autonomy support, perceived social supporten_US
dc.titlePengaruh Persepsi Dukungan Autonomy dan Persepsi Dukungan Sosial terhadap Motivasi Intrinsik Bermain Musik pada Remajaen_US
dc.typeArticleen_US


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