Autonomy-supportive music teaching, collective learning, flow, and music Students' well-being: A mediational model

Abstract

The present study focuses on the needs and challenges faced by Chinese music students, considering Autonomy-Supportive Teaching as a predictor of Music students' overall sense of well-being based on the Self-determination theory. The potential mediating role of Flow and collaborative learning is explored. The study included a convenience sample of 1206 Chinese music students. The results supported the hypotheses. The total effect of autonomy-supportive teaching on well-being was positive, but it also showed that the relationship is partly mediated by flow and collaborative learning. The direct effect, although smaller after including the mediators, remains significant, suggesting that autonomy-supportive teaching still directly contributes to well-being. By demonstrating the value of autonomy-supportive teaching in enhancing students' engagement, collaboration, and well-being, the study highlights the importance of promoting autonomy in learning environments to support students' overall development. The findings have the potential to impact not only music education but also other disciplines where similar educational pressures exist.