Using Self-Determination Theory to Examine Musical Participation and Well-Being

Krause, Amanda E.; North, Adrian C.; Davidson, Jane W.

doi:10.3389/fpsyg.2019.00405

Cited by 49 publications

(51 citation statements)

References 85 publications

(146 reference statements)

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“…Participants particularly noted their feelings of achievement, competence and increased self-efficacy after the training program; this aligns with self-determination theory (Krause et al, 2019), providing further evidence that music training programs may be linked to increasing wellbeing for older adults. Previous research has noted music-specific self-efficacy increases after short, intense training programs (2 weeks), noting that longer-term programs may be required for transfers to general self-efficacy (Bugos et al, 2016).…”

Section: Discussionsupporting

confidence: 64%

Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults’ Improved Wellbeing

et al. 2020

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Section: Discussionsupporting

confidence: 64%

Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults’ Improved Wellbeing

et al. 2020

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“…In this regard, a supportive environment-from both other pianists and the praise from experts, public and criticshas been associated with better well-being (in healthcare. Deci and Ryan, 1987;Ferrand et al, 2014; in music education, Krause et al, 2019) and engaging in SRL led the cellist to take action and change this situation. This led to higher levels of enjoyment, engagement, performance, and self-determined motivation, as well as higher perceptions of musical competence-all aspects that could be understood as educational implications to better support students in the fulfillment of their basic psychological needs (Ryan and Deci, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…To date, little research has dealt with the intertwined dimensions of self-determination and selfregulation in relation to both practice and performance. Within one-to-one music studio settings (in depth reviews in Küpers et al, 2014;Evans, 2015) these studies have examined the relationship of SRL and SDT with well-being and participation (Creech et al, 2013;Krause et al, 2019), or the frequency and quality of practice in music students (Evans and Bonneville-Roussy, 2016;Schatt, 2018;Valenzuela et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Applying Self-Regulated Learning and Self-Determination Theory to Optimize the Performance of a Concert Cellist

López-Íñiguez

McPherson

2020

Front. Psychol.

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The professional practice of classical music performers has been better understood and enhanced across the last two decades through research aimed at tailoring rehearsing strategies that support the development of a sense of self as an agentic and proactive learner. One approach focuses on helping students make use of various tools that can enhance their learning, particularly in terms of what they do, feel and think when practicing and performing music. This study expands literature on expertise development by embracing the idea that this line of research would benefit from additional studies where the researcher forms part of the research process as an active participant who generates data, especially when these researchers are "members" of the social world they study, and therefore have insider knowledge. Thus, this case study is focused on the first author, a professional cellist who is also a researcher in the educational psychology of music, as the only participant. It extends current research by providing a detailed longitudinal mapping of a professional cellist's preparation across nine profiled concerts in five countries of classical-romantic repertoire and a commercial recording that resulted from 100 weeks of dedicated practice. Anonymous feedback from the audiences and interviews with an expert musician who followed the concerts and the CD recording was also collected. For the data analysis, traditional psychometric measurements were applied to test the internal consistency of the time series data as well as the relationship between variables. In addition, the application of Leximancer analysis of the self-reflections allowed the researchers to probe self-regulated learning (SRL) and self-determination theory (SDT) processes in ways that uniquely mapped, over time, her differing motivations to perform at a high level. Specifically, we report that the cellist's psychological needs and her motivational resources changed across time within the social context of performing music publicly, and that the various selfregulatory processes she drew upon impacted (both positively and negatively) on her ongoing actions, thoughts and feelings. Implications of the study are relevant for all forms of expertise development research, and especially for understandings about the nature of skill development in the context of learning to perform demanding literature in music.

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“…Satisfaction of their needs and their motivation to carry out or engage in different activities is therefore subject to a combination of internal, external and contextual factors. SDT comprises six minitheories, which correspond to different aspects of the relationship between motivation and emotion, behavior and well-being (Deci and Ryan, 2008;Krause et al, 2019). Causality Orientations Theory (COT) describes the different orientations in people's personalities that affect their response to environmental stimuli, and how this impacts on their capacity to make decisions and regulate their behavior (Moreno and Martínez, 2006;Stover et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Basic Psychological Needs, Physical Self-Concept, and Physical Activity Among Adolescents: Autonomy in Focus

et al. 2020

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The contribution of this research lies in its dual approach to the question of physical activity (PA) among adolescents, combining objective measurement of PA by teenagers and a comparison of psychological satisfaction through physical activities involving differing degrees of autonomy (i.e., organized or unstructured). Using the conceptual framework of Self-Determination Theory, the analysis also examines the relationship between levels of PA among adolescents and physical self-concept and satisfaction of basic psychological needs during exercise. The study surveyed 129 first-year higher secondary education students from schools in the city of A Coruña. Satisfaction of basic psychological needs during organized and unstructured physical activities was measured using the Basic Psychological Needs in Exercise Scale. PA levels were assessed based on step count per day for a week as measured by an accelerometer. The results show that the daily step average recorded by students (7,400) is below the minimum recommended levels of PA for this age group, that students are more active on weekdays than at the weekend, and that there is no significant difference in PA levels between male and female subjects (T = 0.23, p < 0.05, d = 0.04). Findings from the comparative analysis of the three basic psychological needs show greater satisfaction of the need for autonomy during unstructured activities (T = 6.15, p < 0.001, d = 0.68), and greater satisfaction of the need for competence during organized activities (T = −2.50, p < 0.05, d = 0.27). No variation in terms of sex was found in relation to satisfaction of the need for autonomy or relatedness from unstructured activities; however, girls showed notably lower satisfaction than boys in relation to the need for competence (T = −2.62, p < 0.01, d = 0.49). Self-esteem was found to play an important mediating role and observed to be strongly related to sex (T = −5.16, p < 0.001, d = 0.90). Organized PA was found to provide greater need satisfaction among boys than girls across all categories. The study showed no relationship between psychological variables and objectively measured PA (Pillai's trace: F = 0.86, p > 0.05, η 2 = 0.08, observed power = 0.66). Basic psychological needs show significant positive interrelation between them and a significant positive relationship between them and physical self-concept, as expected based on previous literature.

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Using Self-Determination Theory to Examine Musical Participation and Well-Being

Cited by 49 publications

References 85 publications

Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults’ Improved Wellbeing

Cognitive, Motor and Social Factors of Music Instrument Training Programs for Older Adults’ Improved Wellbeing

Applying Self-Regulated Learning and Self-Determination Theory to Optimize the Performance of a Concert Cellist

Basic Psychological Needs, Physical Self-Concept, and Physical Activity Among Adolescents: Autonomy in Focus

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