Self-determination theory applied to flow in conservatoire music practice: The roles of perceived autonomy and competence, and autonomous and controlled motivation

Abstract

Self-determination theory (SDT) postulates that environments providing psychological needs satisfaction (PNS) promote quality motivation, thus enhancing engagement and performance in diverse performance domains. SDT and PNS were used to investigate student experience of conservatoire instrument practice. Participants ( N = 162) completed standardized self-report questionnaires. Associations between study variables were described and hierarchical multiple regression analysis was conducted to assess the predictive effects of autonomy and competence needs satisfaction and autonomous and controlled motivation on inter-subject flow variations. A considerable part of flow variations was accounted for by study variables. Results showed that conservatoire students, especially those studying instrument performance ( n = 109), reported high levels of flow, perceived competence and autonomy, and intrinsic motivation. Autonomous motivation had a direct effect on flow variations, whereas controlled motivation had an inverse effect. Perceived competence was the strongest predictor of flow variations and it was also associated with external regulation (especially among students studying instrument performance), thus indicating that intrinsic and extrinsic motives both play important roles in conservatoire instrument practice. Conservatoire instrument teachers need to acknowledge that perceived competence is critical to flow in instrument practice, in order to provide their students with optimal challenges that avoid frustration and amotivation.

Short Versions of Turkish Flow Scales: Reliability and Validity Study

“…These findings showed that SDFS-2 and SFSS-2 were positively and significantly correlated with the other previously established measurement tools, which measure the same and theoretically related constructs. From a psychological point of view, the correlation of flow with intrinsic motivation and identified regulation revealed, in line with relevant research, that flow experience is linked to intrinsic motivation and identified regulation, which are autonomous forms of motivation (Valenzuela et al, 2018). These significant correlations, as expected, were the evidences for concurrent validity and convergent validity of the scales.…”

“…Relevant literature, examining the relationship between flow and intrinsic motivation, revealed similar findings. For example, a positive correlation between flow and intrinsic motivation was reported in conservatoire students (Valenzuela et al, 2018) and Australian students (Mallet et al, 2007). Kowal and Fortier (1999) also examined the association between flow and motivation in the swimming context, and revealed that there is a significant positive relationship between flow and intrinsic motivation.…”

“…We hypothesized that Short Dispositional Flow Scale-2 and Short Flow State Scale-2 would positively correlate with their long version scales, which were previously validated as a measurement tool for flow construct. Moreover, relevant literature revealed that flow experience was associated with more autonomous forms of motivation and intrinsic motivation (Valenzuela, Codina, & Pestana, 2018;Mills & Fullagard, 2008;Moreno, Cervelló, & Cutre, 2010;Mallett et al, 2007;Jackson, Kimiecik, Ford, & Marsh, 1998;Kowal & Fortier, 1999). Therefore, we hypothesized that Short Dispositional Flow Scale-2 would positively correlate with intrinsic motivation as an evidence for convergent validity.…”

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

“…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).…”

Effective Educational Strategies to Promote Life-Long Musical Investment: Perceptions of Educators

“…Self-determination theory has been widely applied, stemming from educational psychology, and is supported by a growing body of research ( Evans, 2015 ). Indeed, the theory has recently been applied in work concerning both music education (e.g., Evans, 2015 ; Evans and Bonneville-Roussy, 2016 ; Valenzuela et al, 2018 ) and music therapy (e.g., Lee et al, 2016b ). Of particular relevance to the present investigation is that motivation is central element of self-determination theory.…”