Cremades Andreu, RobertoLage Gómez, Carlos2023-11-152023-11-152023-07-20Cremades-Andreu, R., & Lage-Gómez, C. (2023). Different forms of students’ motivation and musical creativity in secondary school. British Journal of Music Education, 1-11. https://doi.org/10.1017/S02650517230002320265-051710.1017/S0265051723000232https://hdl.handle.net/20.500.14352/88729ACUERDO TRANSFORMATIVO References AMABILE, T. M. (1996). Creativity in Context: Update to the Social Psychology of Creativity. London: Westfield Press. BOLDEN, B. (2009). Teaching composing in secondary school: A case study analysis. British Journal of Music Education, 26(2), 137–152. https://doi.org/10.1017/S0265051709008407 BURNARD, P. (2012). Musical Creativities in Practice. Oxford: Oxford University Press. CHEN, J. C. W. (2020). Mobile composing: Professional practices and impact on students’ motivation in popular music. 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New York, NY, USA: Routledge/Taylor & Francis Group. SAWYER, R. K. (2003). Group Creativity: Music, Theater, Collaboration. Mahwah, NJ: Erlbaum. SCHAFER, M. (1965). El compositor en el aula. Buenos Aires: Ricordi. SCHIVITSA, V. O. (2007). The influences of parents, teachers, peers and other factors on students’ motivation in music. Research studies in Music Education, 29(1), 55–68. https://doi.org/10.1177/1321103X07087568 WEINER, B. (2006). Social Motivation, Justice, and the Moral Emotions. Mahwah, NJ: Erlbaum. WENTZEL, K. R. & WIGFIELD, A. (eds.) (2009). Handbook of Motivation at School. New York, NY, USA: Routledge/Taylor & Francis Group. WONG, A. (2016). School-based Musical Engagement: A Multiple Case Study in Hong Kong using Basic Psychological Needs Theory (Doctoral Thesis, University of Cambridge, Cambridge, UK).Student motivation has been conceived as a crucial factor in the learning processes. However, research in motivation and creative learning in the secondary education music classroom has been limited. Student motivation is explored in this article through a collaborative action research study, in the form of several projects centred on the creation of music through group improvisation and cooperative composition, conducted over the course of five 1-year cycles, from 2008 to 2013. The aim of this study was to gain a deeper understanding of the aspects determining student motivation during creative learning processes. Three secondary schools in the region of Madrid (Spain), eleven third-year secondary school classes (n = 267), teachers, researchers and artists participated in the study. Data were gathered through participant and non-participant observations, interviews, a classroom diary, and a questionnaire. In the findings, six intrinsically linked connected forms of motivation are grouped in three levels and are related to different factors emerged during the teaching and learning processes and connected to creativity.engAttribution 4.0 Internationaljournal article1469-2104https://www.cambridge.org/core/journals/british-journal-of-music-education/article/different-forms-of-students-motivation-and-musical-creativity-in-secondary-school/C29F7AD4C8488DD7D8054F869690AB74open access37.0278:377878:159.928303.02Student motivationSecondary EducationMusical creativitiesCollaborative action esearchMotivación del alumnadoEducación SecundariaCreatividad musicalInvestigación colaborativaEducaciónEnseñanza de la MúsicaEnseñanza secundariaPedagogíaMúsica5899 Otras Especialidades Pedagógicas