Self-determination theory: An approach to motivation in music education

Abstract

This article provides a conceptual overview of a self-determination theory approach to motivation in music education. Research on motivation in music learning is active and has influenced the field considerably, but it remains theoretically patchy, with a vast array of theoretical perspectives that are relatively disconnected. Reflecting motivation research more generally, music education still lacks a parsimonious, unified theoretical approach to motivation. Self-determination theory offers a way to address this issue, because it is a broad theory of motivation that examines the nature and sources of motivational quality. This article describes two key components of self-determination theory. First, the tendency towards personal growth and a more unified sense of self is supported through the fulfilment of the basic psychological needs of competence, relatedness, and autonomy. Second, behaviour is more enjoyable and contributes more to personal wellbeing when motivation is internalized and more closely aligned with the self. These two features of self-determination theory are related, such that motivation is internalized to the extent that basic psychological needs are fulfilled. These processes are supported by recent self-determination theory research in music education. Previous research on motivation from other theoretical perspectives also lends support to the self-determination theory approach. The approach therefore provides a means of theoretically unifying previous research. An integrated model is presented as the basis for future research on motivation for music learning in the context of psychological wellbeing more broadly.