Exploring the connection of passion and motivation in higher education singing and choral training in music performance education

Abstract

This qualitative study explores the intricate dynamics between students' passion for music and their motivation in higher education music performance classes. Guided by Self-Determination Theory (SDT) and Social Cognitive Theory (SCT), the research involves in-depth interviews with fifteen undergraduate music performance majors. The study identifies five pivotal themes shaping students' motivation. The theme of personal music connections emphasises the profound impact of individualised relationships with music, highlighting the significance of nurturing personal and emotional dimensions within musical connections. Exposure to diverse musical styles emerges as a transformative factor, broadening students' musical horizons and significantly influencing their motivation. Involvement in extracurricular music activities is identified as a powerful motivator, providing real-world experiences that enhance students' passion for music performance. The theme of supportive interactions highlights the critical role played by educators, peers, and the overall learning environment in shaping students' motivation. Cultivating a strong personal bond with music accentuates the profound impact of an individualised and emotionally resonant connection with music on students' motivation within the educational context. These findings underscore the vital role of cultivating enthusiasm, providing diverse musical experiences, and fostering supportive environments to enhance motivation in higher education music performance classes. The implications extend to educators, enabling them to design more engaging and effective music programs, enriching the overall educational experience for students.