The support of autonomy, motivation, and music practice in university music students: A self-determination theory perspective

Abstract

Practice may be the single most important activity that musicians can use to improve their performance. Yet practice requires significant effort and can sometimes feel difficult or unenjoyable. For this reason, substantial motivational resources are required to sustain consistent, high-quality practice over long periods. In this study, we used self-determination theory to study the kinds of motivation that predict practice behavior and the potential influence that teachers might have on their students’ behaviors. A total of 213 university music students in the United Kingdom and Canada completed measures of practice time, practice quality, motivation, and their teacher’s teaching style. Hypothesized relationships between these variables were examined using structural equation modeling. Results supported the process model in which teacher autonomy supported predicted autonomous motivation, which in turn predicted practice time and practice quality. Teacher control predicted controlled motivation, but controlled motivation was not predictive of practice time or practice quality. Indirect effects suggested that motivation fully mediates the link between teaching style and practice behavior. The findings add clarity to research aiming to understand the kinds of social environments that lead students to develop forms of motivation that enable them to practice in a way that is enjoyable and productive.