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dc.contributor.advisorBroad, Stephen
dc.contributor.authorStrehle, Ralph
dc.coverage.spatial291en_US
dc.date.accessioned2023-05-03T08:29:47Z
dc.date.available2023-05-03T08:29:47Z
dc.date.issued2023-06-12
dc.identifier.urihttps://hdl.handle.net/10023/27487
dc.description.abstractThis thesis applies and critically examines Self-Determination Theory’s concepts of basic need satisfaction, autonomy support and motivational types in the context of a major UK music conservatoire. The study is a mixed methods study with an explanatory, concurrent and independent design. The quantitative analysis involved a survey questionnaire, the qualitative analysis involved repertory grid interviews and follow-up interviews. Results of the quantitative analysis show overall medium basic need satisfaction, high autonomy support and high self-determined forms of motivation. There are no significant differences between departments, undergraduate and postgraduate students and between male and female students. Whilst the case study findings support the results with regard to basic needs satisfaction, in six of the nine case studies, aspects of performance environments emerged which are not autonomy supportive and led students to experience introjected avoidance motivation in the form of fear of failure and not living up to the perceived expectations of important others. This is particularly the case in performance classes, assessment situations and auditions. The discrepancy between findings on the domain and situation levels question SDT’s top-down model of motivation. The qualitative case studies suggest that this institution’s concept of a proto-professional environment might in some instances contribute to the creation of ego-involving climates. Finally, SDT’s teleological outlook with its emphasis on self-actualization, reflected in the conservatoire’s drive for excellence, might itself be a source of stress. In the case studies this is evident in participants’ experience of pressure with regard to achieving integrated motivation. SDT’s newer strand of Integrative Emotion Regulation (IER) and a pedagogical framework based on Acceptance and Commitment Coaching (ACC) are introduced as noteworthy recent developments which might go some way in alleviating the pressures experienced at music conservatoires by students and staff alike.en_US
dc.language.isoenen_US
dc.rightsCreative Commons Attribution-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/*
dc.subjectSelf-determination theoryen_US
dc.subjectPersonal construct theoryen_US
dc.subjectMotivationen_US
dc.subjectAcceptance and commitment therapyen_US
dc.subjectPedagogyen_US
dc.subjectHigher Music Educationen_US
dc.subjectTeachingen_US
dc.subjectBasic need satisfactionen_US
dc.subjectAutonomyen_US
dc.subjectSelf-regulationen_US
dc.subjectEmotion regulationen_US
dc.subjectIntrojected motivationen_US
dc.subjectRepertory grid interviewsen_US
dc.subjectAutonomy supporten_US
dc.subject.lccMT3.S3S8
dc.subject.lcshRoyal Conservatoire of Scotland. School of Musicen
dc.subject.lcshStudents--Scotland--Glasgow--Interviewsen
dc.subject.lcshMusic--Instruction and study--Researchen
dc.subject.lcshConservatories of musicen
dc.subject.lcshAutonomy (Psychology)en
dc.subject.lcshMotivation (Psychology)en
dc.subject.lcshPersonal construct theoryen
dc.titleA critical investigation of self-determination theory in the context of a music conservatoire : basic needs satisfaction, autonomy support, and motivation of BMus and MMus Performance studentsen_US
dc.typeThesisen_US
dc.contributor.sponsorRoyal Conservatoire of Scotlanden_US
dc.type.qualificationlevelDoctoralen_US
dc.type.qualificationnamePhD Doctor of Philosophyen_US
dc.publisher.institutionThe University of St Andrewsen_US
dc.publisher.departmentRoyal Conservatoire of Scotlanden_US
dc.identifier.doihttps://doi.org/10.17630/sta/418


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