
Contents
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Introduction Introduction
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Music in Human Life Music in Human Life
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Musical Development Musical Development
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Music in Prenatal, Infant, and Early Childhood Development Music in Prenatal, Infant, and Early Childhood Development
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Music in Adolescence and Adulthood Music in Adolescence and Adulthood
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Music and Aging Music and Aging
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Social Contexts of Music Learning Social Contexts of Music Learning
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Learning an Instrument Learning an Instrument
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Music Education in School Settings Music Education in School Settings
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Music in Higher Education Music in Higher Education
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Teaching Teaching
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Well-Being Well-Being
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Passion Passion
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Career Intentions Career Intentions
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Music as a Leisure Activity or Hobby Music as a Leisure Activity or Hobby
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Music Practice Music Practice
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Reflections and Future Directions Reflections and Future Directions
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References References
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31 Motivation and Self-Regulation in Music, Musicians, and Music Education
Get accessPaul Evans, School of Education, University of New South Wales, Sydney
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Published:23 February 2023
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Abstract
When self-determination theory (SDT) researchers study musicians, they find psychological needs-satisfying experiences and intrinsic motivation in abundance. But learning music is difficult and poses unique challenges to needs-satisfying experiences, including long, slow learning curves, performance anxieties, and pressure from parents and teachers. At more advanced levels of training, stress, competitiveness, perfectionism, high-stakes evaluations, and financial pressures can all influence intrinsic motivation and persistence. Pervading all music learning contexts is the need to practice, which itself requires considerable motivational resources to sustain regularly and with attention and engagement. This chapter discusses music as both an evolved means for the satisfaction of basic psychological needs and a medium for the expression of self and social identity. It reviews research studies in music education, showing the importance of basic psychological needs and autonomous motivation for practice, self-regulated learning, enjoyment, and long-term persistence in music learning across a range of contexts, including childhood music experiences, lessons in music studios, school music education experiences, and advanced training in higher education. Across these levels of experience with music SDT research reveals the intrinsic benefits of music and helps explain the varied outcomes observed in music education.
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