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Cited by 103Diverse Music Education InsightsMotivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Psychological Needs and Motivational Outcomes in a High School Orchestra Program

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Evans, Paul, Liu, Mark Y.·2019·Journal of Research in Music Education
DOI 10.1177/0022429418812769
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Abstract

Motivation has formed a core strand of research in music education, reflecting its importance in educational psychology and other skill-based performance domains. Understanding motivation is crucial for explaining students’ achievement, performance, well-being, and intentions to continue participation in (or drop out of) music learning throughout school and into adulthood. In the present study, we addressed the need to better understand motivation in music education by examining the impact of psychological needs satisfaction and frustration in a high school orchestra program. Psychological needs—a core component of self-determination theory—have considerable explanatory power in other life domains and educational settings and are the focus of recent attention in music education. Participants ( N = 704) were surveyed in orchestra programs in three schools in the midwestern United States. Structural equation modeling was used to examine the effects of psychological needs satisfaction and frustration. The model explained substantial variance on three key outcomes: practice time (22%), intentions to continue participating in the orchestra program (45%), and global-self esteem (34%). The results point to psychological needs satisfaction and frustration as key elements of music education in which teachers might intervene to improve these outcomes as well as students’ learning, engagement, and psychological well-being more broadly.

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  • The music teacher and music classroom environment are important for encouraging student enrollment.

    “research findings have indicated the music teacher and music classroom environment are important for encouraging student enrollment”

    From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Evans & Liu, 2018

    The Role of Psychological Needs Satisfaction section (page unavailable) links students’ needs satisfaction to intentions to continue in music and identifies it as relevant to retention and recruitment. Implications for Educators (page unavailable) describes ways teachers can support those needs. The study examines intentions to continue in an existing orchestra program, however, not whether the teacher or classroom environment encourages initial enrollment. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • Students are more likely to enroll in music classes when their current music teacher fosters classroom environments where students feel connected to each other, offers students a voice in the direction of the class, and develops student musicianship so that students feel competent and confident in their musical progress.

    “students are more likely to enroll in music classes when their current music teacher (a) fosters classroom environments where students feel connected to each other, (b) offers students a voice in the direction of the class, and (c) develops student musicianship so that students feel competent and confident in their musical progress”

    From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Evans & Liu, 2018

    The Role of Psychological Needs Satisfaction reports that autonomy, competence, and relatedness satisfaction predicted high school orchestra students’ intentions to continue participating. Implications for Educators describes ways teachers might support those needs. The study measured intentions rather than actual enrollment, and its autonomy recommendation concerns students’ choice to remain in the ensemble, not giving them a voice in the direction of the class. (LLM, conf=0.85)

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Cited by

Sorted by citations

Authors
Evans, P., & Liu, M. Y.
Affiliations
  • UNSW Sydney (AU)
  • Boston University (US)
Corresponding author
Evans, Paul
ORCID
Evans, Paul
Venue
Journal of Research in Music Education
Publisher
SAGE Publications
Published
2018-11-30
Volume
67
Issue
1
Pages
83-105
ISSN
  • 0022-4294 (ISSN-L)
  • 1945-0095
DOI
10.1177/0022429418812769
OpenAlex
W2902922831
Cited by
103
References
14
Citations by year
2026: 13 · 2025: 9 · 2024: 10 · 2023: 7 · 2022: 31 · 2021: 23 · 2020: 7 · 2019: 3
FWCI
159.93
Type
journal article
Language
en
Open access
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Journal of Research in Music Education (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
psychological need satisfaction, frustration, self-determination theory, music education, high school orchestras, motivation, practice time, self-esteem, student engagement, music learning outcomes

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