Motivational factors for sustained participation in a traditional Chinese orchestra among primary school students: a self-determination theory perspective

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ABSTRACT The purpose of this qualitative case study was to investigate the motivational factors that contribute to primary school students’ sustained participation in a traditional Chinese orchestra in a capital city in South China. The methods included participant observation, reflective journals and semi-structured interviews. The participants were 32 primary school students and five music teachers. Underpinned by the self-determination theory (SDT), we analysed the data according to the basic psychological needs of relatedness, competency and autonomy. The findings identified factors that influence students’ sustained participation in the Chinese orchestra, including emotional bonds with instruments, peer support, cultural inheritance, competitions, practice habits, family involvement, teacher guidance and long-term commitment. This study further extends SDT by demonstrating how the psychological needs for relatedness, competence and autonomy are uniquely supported among young Chinese students through their interactions with musical instruments, peers, teachers and family. It highlights the cultural interpretation of these psychological needs within the context of Chinese music education. The findings contribute to the SDT literature on music education by providing evidence that fulfilling the three basic needs can promote sustainability in traditional music learning.