Models of success and failure in instrumental learning: Case studies of young players in the first 20 months of learning

This paper draws on questionnaire and interview data, gathered as part of a longitudinal study based at the University of New South Wales, Sydney, inv estigating the motivations and behavior of young instrumentalists in their first 20 months of learning. Comparisons are drawn between children who mai ntained and lost motivation over that period, and between those who ceased to have lessons and those who persevered. It is concluded that sensitive pa rental and teacher support is essential to progress, and that effective pra ctice, focusing on quality rather than quantity, is a skill that children n eed to be taught and encouraged to implement. Implications for education ar e drawn form our data, and links made with existing research literature and educational beliefs.