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Motivation plays a crucial role in learning, particularly when mastering a musical instrument. However, it remains a relatively unexplored area in Hungarian research. In this study, the researchers aim to investigate the relationship between social relations and various aspects of motivation in learning musical instruments, including the motivation to start learning, continue playing, and practice musical instruments regularly. The sample included 264 Hungarian musical instrument students, categorized into three age groups: (1) early adolescents: 9–13-year-olds; (2) mid-adolescents: 14–16-year-olds; (3) late adolescents: 17–19-year-olds. In the course of the cross-sectional data collection, the students filled out the motivation for learning music (MLM) questionnaire, while they were also asked to answer questions about social relationships and demographic data. The MLM questionnaire is based on the five dimensions of self-determination theory: amotivation, external regulation, introjection, identification, and intrinsic motivation. The measurement tool demonstrated reliability across all five dimensions. According to the results, there are significant differences between the age groups in the motivation dimensions, while no gender differences were observed. Based on the regression analysis, social relationships have an impact on learning motivation; however, the role and strength of incentives change with age. For early adolescents, parents exert the greatest influence, whereas teachers and friends play a more significant role for mid-adolescents, and friends become the most decisive influence for late adolescents. The results can be useful for professionals and parents as they can contribute to maintaining motivation.

The study presents the results of research that examines the popularity of videos representing four different musical styles among students aged 9–19 ( N = 1159). The measuring instrument was a self-developed online questionnaire that explores students’ musical genre opinions based on four types of music videos: street music, rock music, classical music, and folk music. In relation to the musical pieces, we inquired about background aspects, with a specific focus on engagement in instrument presentations and the viewing of music programs. We analyze the data considering the context of learning a musical instrument and attitudes toward instrument training and family background. Findings show that the perception of genres varies significantly between students who play instruments and those who do not, as well as based on their family background. Among the seven groups of students, encompassing both instrument learners and non-learners, a distinct pattern emerges those who neither learn nor have a desire to learn an instrument exhibit notably lower fondness for musical compositions. Furthermore, significant differences are apparent among the students based on the educational level of their parents. The implication of this study lies in its revelation of how instrument training and parental education significantly shape students’ musical opinions, underscoring the need for targeted interventions to enhance music education experiences and enrich young individuals’ musical tastes.

This study aimed to explore students’ musical genre preferences, exploring variations across gender and age groups in Hungary. Additionally, we investigated the relationships among the popularity of musical genres and connections between musical programs and related activities. With the help of stratified sampling, we examined the opinions of students aged 9–19 about each genre (N = 1159) using specific musical examples. In this study, musical genres were classified into four main types based on related music videos, including classical popular music (CPM), rock music (RM), classical art music (CAM), and folk music (FM). Different types of analyses, such as t-tests, one-way and two-way ANOVAs, and correlational analyses such as correlation coefficients (r), chi-square tests, and eta squares, were employed in this study. The results showed that the popularity of the four pieces of music classified as CPM, RM, CAM, and FM had a moderately strong correlation with each other. The correlations between FM, CPM, and RM did not differ from each other, but they showed significantly weaker correlation values than the correlation between FM and CAM. Moreover, significant differences were found in the students’ perceptions of the genres based on their gender and age groups. Among the four performances, the girls had a greater preference compared to the boys for each one, except for the folk music piece. The youngest age group (9–12) showed the highest preference for the CPM, although the difference compared to the oldest age group (17–19) was not statistically significant. Therefore, this study is beneficial for music education, focusing on students’ genre preferences, including CPM, RM, CAM, and FM.

The study of reading processes is of particular importance in the assessment of cognitive-linguistic functions in both atypical development and acquired disorders of the adult developmental skills system. A comprehensive assessment of cognitive processes allows the selection of the appropriate therapeutic techniques, which in turn contributes to the best possible quality of life following rehabilitation. A common leading symptom of cognitive dysfunction in adult acquired neurological impairment is a deficit in reading. Our aim was to develop a reading assessment procedure based on national and international theoretical and empirical research to allow a complex assessment of reading processes. In order to investigate the reliability of the test and to develop an assessment system for it, a large-scale survey was organised. During the analyses, an evaluation system was developed which would allow us to objectively describe not only the fact of impairment but also its extent. Based on our results, the design of the Adult Acquired Reading Assessment and the comprehensive assessment system associated to it have resulted in a complex test procedure that is not only well applicable in clinical diagnostics but also in exploratory empirical work.

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In this study, we discuss the concepts of musical preference and musical style, the difficulties of categorising musical genres. In order to accomplish that, the opinions of students (N = 1159), aged 7–19 years, about each genre on specific musical examples are investigated. Our instrument was a self-developed online questionnaire, in which we inserted four musical excerpts. The types of music videos were street music, rock music, classical music, and folk music. We asked background questions related to the music excerpts, which focused on participation in instrument demonstrations and watching music shows. Results are interpreted in terms of students’ age, gender, comparisons between instrumental and non-instrumental students, and family background. There are significant differences in perceptions of genres by gender, age groups, instrumental and non-instrumental students. The comparison between gender shows that girls have more positive attitudes related to each music excerpt. 15-16 yearold students provided the lowest ratings for all four musical excerpts. Across the seven groups of instrumental and non-instrumental students, it is clear that students who are neither instrumental students nor do they want to be instrumental students gave significantly lower feedback regarding whether they like the given musical excerpts. Our results can provide feedback for school music education, which are based on the core curriculum of folk and classical music. The reason for that is that students, regardless of age group and gender, significantly prefer popular genres (street music, rock music) to classical music or folk music. There is no difference between the perception of the latter two. [ABSTRACT FROM AUTHOR]

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)