From orchestra to classroom: learner-centered music training as a tool to support motivation to learn

Abstract

Fostering more self-determined forms of motivation in students remains a key challenge in education. According to self-determination theory (SDT), educational environments supporting autonomy, competence, and relatedness enhance more autonomous forms of motivation. Music education in collaborative, learner-centered formats may provide such conditions. This study investigates whether participation in learner-centered orchestral training is associated with changes in children's general academic motivation.The study involved 113 children aged 8–10 years. Half joined a three-month orchestral program emphasizing active participation, peer collaboration, and public performance. The other half formed a control group with no music training. Motivation was assessed pre- and post-training using the Academic Self-Regulation Questionnaire.Children in the music group showed a greater reduction in external regulation compared to the control group. For intrinsic motivation, a descriptive trend toward improvement was observed in the music group relative to the control group, although the Group x Time interaction did not reach statistical significance.These findings suggest that learner-centered orchestral training may support a shift towards more self-determined forms of motivation, primarily through reduced external regulation.

The authors' abstract, as published at the source. Music Education Research, 2026 · DOI ↗