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A mixed-methods approach to studying co-regulation of student autonomy through teacher–student interactions in music lessons

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References

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2012The role of psychological needs in ceasing music and music learning activities189 cited

2002Musical Practice: Mother and child interactions during the first year of learning an instrument140 cited

Cited by

2019Teacher-Student Interactions and Teacher Interpersonal Styles: A State Space Grid Analysis60 cited
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2021Disentangling motivation within instrumental music learning: a systematic review29 cited
2016Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach23 cited
2019Intrapersonal skills and music performance in elementary piano students in Spanish conservatories: Three case studies22 cited
2015Positive Instruction in Music Studios: Introducing a New Model for Teaching Studio Music in Schools Based upon Positive Psychology22 cited
2022Intrinsic and Extrinsic Motivations for Music Performance19 cited
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2017Teacher–student physical contact as an approach for teaching guitar in the master class context16 cited
2014‘Look closely at what I’m doing!’ Scaffolding in individual string lessons: Two case studies14 cited
2021Musical achievement during a lockdown: The parental support miracle12 cited
2021Singing lessons as a path to well-being in later life9 cited
2022The Music Practice Motivation Scale: An exploration of secondary instrumental music students’ motivation to practice7 cited
2024Autonomous or controlled interpreters? Model of Werktreue internalization for classical musicians7 cited
2019Associations between training, employment, and motivational styles of Brazilian instrumental music teachers7 cited