Self-determined motivation for practice in university music students

By P. Evans, Arielle Bonneville-Roussy. 2016

89 citations recorded by the source corpus.

This study adopted self-determination theory as means to understanding the motivation of university music students. The self-determination theory framework contends that three psychological needs of competence, relatedness, and autonomy must be fulfilled in order to maintain psychological wellbeing. In turn, needs fulfilment results in autonomous motivation, in which activities are perceived to be aligned with the self and are consequently experienced as personally important, interesting, and enjoyable. We surveyed students (N = 392) from schools of music in nine universities in Australia and New Zealand to examine whether needs fulfilment and autonomous motivation within the university music learning context would explain context-specific affect and behaviour. Hypothesised relationships were tested using structural equation modelling. Psychological needs fulfilment and autonomous motivation explained more frequent practice, more frequent quality practice, and a higher preference for challenging tasks. This study is among the first self-determination theory studies in the domain of music learning at the university level, and thus the results are described in terms of the potential of this theory to more fully explain interesting and under-researched aspects of this environment, including student wellbeing, anxiety, preparations for a long-term career in music, and pedagogical implications.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b717d5295e8887ff9a10d2f3c4d5cf2ae92f2896

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Peter Miksza
2. M. Osborne
3. Gary E. McPherson
4. P. Evans

In Developmental and Educational Psychology

1. P. Evans
2. Peter Miksza
3. M. Osborne
4. Gary E. McPherson

In Social Psychology

1. M. Osborne
2. Gary E. McPherson
3. P. Evans
4. Peter Miksza
5. Arielle Bonneville-Roussy
6. A. Lamont
7. Samira Shaikh
8. Sashank Santhanam

Citations in the corpus

• Applying self-regulated learning microanalysis to study musicians’ practice (2019, methodology): “…questions, drawing from their expertise in research and pedagogy using the SRL framework in music practice (see McPherson, Miksza & Evans, in press; McPherson, Nielsen, & Renwick, 2013; McPherson, Evans, Kupers, & Renwick, 2016; Miksza, 2012, 2015; Evans, 2015; Evans & Bonneville-Roussy, 2016).”