Graduate Research Papers

Availability

Open Access Graduate Research Paper

Abstract

The purpose of this study was to examine whether upper elementary students demonstrate greater emotional regulation in student-centered versus teacher-centered music classrooms, and how this relates to their engagement, sense of belonging, self-efficacy, and mindset. While existing research suggests that students often find learner-centered approaches more engaging and satisfying, research connecting these practices to emotional regulation in music classrooms is limited. Because many music educators use a combination of instructional approaches, this study compared student-centered and teacher-centered models when implemented separately. Participants included two sections of fifth-grade classroom music within a choice-based program. One class served as the student-centered environment, while the other served as the teacher-centered environment. Both groups completed the same composition project under different instructional conditions. Data sources included pre- and post-surveys using Likert-type scales to measure engagement, belonging/classroom climate, self-regulation/self-efficacy, and mindset, as well as open-ended survey responses and teacher-researcher fieldnotes. Findings indicated little measurable change in students’ self-reported perceptions across conditions; however, qualitative data revealed meaningful differences between groups. Students in the student-centered environment demonstrated greater independence, focus, and ownership of learning, while students in the teacher-centered environment were more likely to rely on external motivation. These findings suggest that student-centered approaches may better support the development of internal regulation and engagement in elementary music classrooms.

Year of Submission

2026

Department

School of Music

First Advisor

Kevin Droe

Date Original

2026

Object Description

1 PDF file (21 pages)

Language

en

File Format

application/pdf

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