Musical Motivation: Towards a model synthesising the research

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A conceptual framework for understanding musical performance anxiety (2007, background): “These depend on the development of metacognitive skills (Hallam, 2002).”
The influences of parents, teachers, peers and other factors on students' motivation in music (2007, background): “…the significance of the internal and external factors, Hallam did not attempt to measure their interactions, but rather pointed out the need for “research examining the way that these interact together to generate or reduce enthusiasm for and commitment to music” (Hallam, 2002, p. 239).”
Strategies and self-efficacy beliefs in instrumental and vocal individual practice: a study of students in higher music education (2004, background): “…about their ability to learn or perform a task may play an important role in promoting and sustaining their strategies in practice, and may thus become a fundamental factor influencing the success of their practice sessions (Cantwell et al., 2000; Hallam, 2002; McCormick and McPherson, 2003).”
Self-determination theory: An approach to motivation in music education (2015, background): “Examples of such frameworks in music education have been valuable in the areas of parental influences in children’s music learning (McPherson, 2009), the interactions between parents, teachers, and students (Creech & Hallam, 2003), and, indeed, in musical motivation (Hallam, 2002).”