Year: 2025
Type: article
Abstract: This mixed methods study examined student experiences, perceptions, and motivations in traditional, tertiary aural skills courses. Results from an initial qualitative, instrumental case study led to the development of a four-phase, exploratory sequential design guided by Self-Determination Theory (SDT) and Cognitive Evaluation Theory (CET). Qualitative findings revealed student insights into experiences with course attributes, a need for connection to material and the classroom community, and a desire for an improved aural skills course experience. Quantitative follow up examined student perceptions of the satisfaction and dissatisfaction of the basic psychological needs SDT and CET propose are necessary for student motivation and success. Quantitative results validated and expanded upon qualitative findings. Students were dissatisfied in their need for autonomy, satisfied in their need for relatedness, and reported mixed experiences with their need for competence during aural skills coursework. Mixed methods integration and interpretation of findings through a CET framework showed connections between student descriptions of course events and survey responses. Clear pathways for an improved student experience through increased attention to autonomy and competence support at both the instructional and curricular level are outlined. This research adds student voices to ongoing discussions in aural skills literature regarding student-centered curricular reforms, as well as an example of a domain and context specific application of SDT research into motivation in music education.Advisor: Rhonda J. Fuelberth
Source: Lincoln (University of Nebraska)
Author: Johnson, Elizabeth Ann
Institution: University of Nebraska–Lincoln
Language: English
Subfield: Music
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7008018829
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