We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)
Article purchase
Temporarily unavailable
References
EVANS, P. (2015). Self-determination theory: an approach to motivation in music education. Musicae Scientiae, 19(1), 65–83. https://doi.org/10.1177/1029864914568044CrossRefGoogle Scholar
HM Government (2022, June 25). The power of music to change lives: a national plan for music education. Department for Culture, Media and Sport, Department for Education, Department for Digital, Culture, Media and Sport.Google Scholar
KRAUSE, A., NORTH, A. & DAVIDSON, J. (2019). Using self-determination theory to examine musical participation and well-being. Frontiers in Psychology10(1). https://doi.org/10.3389/fpsyg.2019.00405CrossRefGoogle ScholarPubMed
MACKWORTH-YOUNG, L. (1990). Pupil-centred learning in piano lessons: an evaluated action-research programme focusing on the psychology of the individual. Psychology of Music, 18(1). https://doi.org/10.1177/0305735690181006CrossRefGoogle Scholar
MASLOW, A. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346CrossRefGoogle Scholar
PARK, M. (2022). Adopting a student-centered teaching approach in the private studio. American String Teacher, 72(1), 23–25. https://doi.org/10.1177/00031313211064787CrossRefGoogle Scholar