The journal 'Új Pedagógiai Szemle' belongs to University of Miskolc
Professional contributor: Hungarian Pedagogical Association
ISSN 1215-1807 (Printed)
ISSN 1788-2400 (Online)
INDEX 25701br>DOI-prefix: 10.71157

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Vol. 76
(2026)
Issue 01-02
Supporting Instrumental Music Learning Motivation from Students’ and Parents’ Perspectives: A Qualitative Study Based on Self-Determination Theory
DATE OF PUBLISHING: 2026-03-17
SECTION: Tanulmányok [peer reviewed]
AUTHORS:
SZABÓ, NORBERT
egyetemi docens | MATE Neveléstudományi Intézet
FÖLDI, FANNI
egyetemi tanársegéd és kutatási asszisztens | ELTE Atipikus Viselkedés és Kogníció Gyógypedagógiai Intézet 
JÓZSA, KRISZTIÁN
egyetemi tanár | SZTE Neveléstudományi Intézet | MATE Neveléstudományi Intézet
KEYWORDS: instrumental music learning; learning motivation; self-determination theory (SDT); interviews; qualitative thematic analysis

ABSTRACT (FULL-TEXT IN HUNGARIAN!)

Sustaining students’ motivation is a key condition of successful and persistent instrumental music learning. Grounded in Self-Determination Theory (SDT), this study explores how the satisfaction and frustration of autonomy, competence, and relatedness needs are reflected in everyday experiences of instrumental learning. We conducted semi-structured interviews with instrumental students (n=7; aged 12–19) and parents (n=7). A theory-driven thematic analysis indicated that autonomy-supportive opportunities (e.g., shared decisions about instrument choice, repertoire, and learning goals) strengthen engagement; competence is reinforced by constructive feedback, appropriately challenging tasks, and making progress visible; and relatedness is supported by high-quality teacher-student-parent communication, shared performance experiences, and peer recognition. In contrast, controlling parental pressure, inflexible teaching practices, time overload, and peer devaluation may increase the risk of motivational decline and dropout. The findings provide practice-oriented guidance for teachers and parents on how to create a motivation-supportive learning environment in instrumental music education.

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FULL-TEXT (HU) ►
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Szabó N., Földi F. és Józsa K. (2026): Supporting Instrumental Music Learning Motivation from Students’ and Parents’ Perspectives: A Qualitative Study Based on Self-Determination Theory. Új Pedagógiai Szemle. 76. 01–02. sz., 58–76. DOI: 10.71157/upsz.2026.01-02.04
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