
Contents
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Introduction Introduction
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The Joy and Discipline of Music The Joy and Discipline of Music
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Intrinsic motivation and the joy of music Intrinsic motivation and the joy of music
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Intrinsic motivation in music performance Intrinsic motivation in music performance
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Sustaining (or undermining) intrinsic motivation for music performance Sustaining (or undermining) intrinsic motivation for music performance
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Extrinsic motivation and the discipline of music Extrinsic motivation and the discipline of music
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External regulation External regulation
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Introjected regulation Introjected regulation
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Identification and integration Identification and integration
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Quantity and quality of motivation Quantity and quality of motivation
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Relative autonomy Relative autonomy
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Multiple motives Multiple motives
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Summary: The joy and discipline of music Summary: The joy and discipline of music
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Psychological Needs and Supports for Intrinsic Motivation and Internalization Psychological Needs and Supports for Intrinsic Motivation and Internalization
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Needs support from parents Needs support from parents
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Needs support in studio lessons Needs support in studio lessons
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Needs support in school music programs Needs support in school music programs
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Needs support in elite-level music performance programs Needs support in elite-level music performance programs
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Non-professional musicians and community music organizations Non-professional musicians and community music organizations
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Implications for Music Performers Implications for Music Performers
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A note on practice A note on practice
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Professional musicians and their careers Professional musicians and their careers
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Conclusion Conclusion
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Key Sources Key Sources
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Reflective Questions Reflective Questions
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Acknowledgments Acknowledgments
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References References
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24 Intrinsic and Extrinsic Motivations for Music Performance
Get accessPaul Evans, School of Education, University of New South Wales, Sydney
Richard M. Ryan, Professor, Institute for Positive Psychology and Education, Australian Catholic University
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Published:13 January 2022
Cite
Abstract
Abstract: Performing music is both a joy and a discipline. In this chapter we review the basic tenets of Self-Determination Theory (SDT) as they apply to developing interest and expertise in music performance, and the growing evidence concerning how parents, educators, mentors, and professional pressures can facilitate or undermine musicians’ enjoyment, persistence, and performance. SDT provides a framework for understanding both the intrinsic and extrinsic motivations that underlie music performance, and their dynamics in educational and professional contexts. Applying the theory, we discuss the near-universal, intrinsically motivated nature of performing music, and why some individuals develop that interest into an identity or vocation. In addition, SDT provides a framework for understanding extrinsic motivation in performance contexts, including how performers internalize the motivation to persist at the less intrinsically enjoyable but nonetheless essential aspects of learning and practice. The theory argues that both intrinsic motivation and internalization are strongly affected by the fulfillment of basic psychological needs, which can be supported by teachers and mentors. We review evidence on this idea and discuss the implications of such research in the context of music education and music performance. Finally, we highlight some areas in need of more refined research and evidence-based interventions in this important domain.
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