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Tuning in on motivation: Differences between non-musicians, amateurs, and professional musicians
15 references·11 citing·50 second hop
Tuning in on motivation: Differences between non-musicians, amateurs, and professional musicians (2019)Tuning in on motivation: Differences betw…Motivation to study music in Australian schools: The impact of music learning, gender, and socio-economic status (2015)Motivation to study music in …Predictors of continued playing or singing – from childhood and adolescence to adult years (2014)Predictors of continued playi…Personality related traits as predictors of music practice: Underlying environmental and genetic influences (2014)Personality related traits as…Personality and Performance Anxiety Among Professional Orchestra Musicians (2006)Personality and Performance A…Self-compassion, Achievement Goals, and Coping with Academic Failure (2005)Self-compassion, Achievement …Reliability, Validity, and Factor Structure of the Creative Achievement Questionnaire (2005)Reliability, Validity, and Fa…Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again (2001)Extrinsic Rewards and Intrins…The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The "What" and "Why" of Goal …ARTISTIC LABOR MARKETS AND CAREERS (1999)ARTISTIC LABOR MARKETS AND CA…Research on expert performance and deliberate practice: Implications for the education of amateur musicians and music students. (1997)Research on expert performanc…Maintaining excellence: Deliberate practice and elite performance in young and older pianists. (1996)Maintaining excellence: Delib…The role of deliberate practice in the acquisition of expert performance. (1993)The role of deliberate practi…Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study (1992)Intrinsic, Extrinsic, and Amo…Student Beliefs About the Causes of Success and Failure in Music: A Study of Achievement Motivation (1986)Student Beliefs About the Cau…Sexual selection and the descent of man. 1871–1971 (1975)Sexual selection and the desc…Musical education and academic motivation in highly developed AI technology (2025)Musical education and academi…Intrinsic Factors Influencing Career Choice of Music Graduates in Fujian, China (2024)Intrinsic Factors Influencing…Opera trainees’ cognitive functioning is associated with physiological stress during performance (2023)Opera trainees’ cognitive fun…The impacts of digital initiatives on musicians during COVID-19: examining the Melbourne Digital Concert Hall (2022)The impacts of digital initia…Rethinking Motivation in Choir Participation: Proposing a Contextual Model of Motivation (2022)Rethinking Motivation in Choi…Intrinsic and Extrinsic Motivations for Music Performance (2022)Intrinsic and Extrinsic Motiv…Does genre make a difference? Classical orchestra/popular band musicians’ motivation, self-efficacy, and practice experiences’ effects on deliberate practice (2022)Does genre make a difference?…«Jeg kan ikke bli musikklærer hvis jeg ikke kan synge foran klassen min»:1 Korsang i lærerutdanningen og utvikling av individuell sangtrygghet (2022)«Jeg kan ikke bli musikklærer…«Det finnes en sang for alt!»1 Ansattes begrunnelser for sang i barnehage og skole – en empirisk studie (2022)«Det finnes en sang for alt!»…Ensembles for wellbeing (2021)Ensembles for wellbeingWhy Adolescents Participate in a Music Contest and Why They Practice – The Influence of Incentives, Flow, and Volition on Practice Time (2020)Why Adolescents Participate i…Science and Human Behavior (1953)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Associations Among Perceived Autonomy Support, Forms of Self-Regulation, and Persistence: A Prospective Study (2001)A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. 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References

  • 2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior34,111 cited
  • 1993The role of deliberate practice in the acquisition of expert performance.9,542 cited
  • 1975Sexual selection and the descent of man. 1871–19712,300 cited
  • 2001Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again1,595 cited
  • 2005Self-compassion, Achievement Goals, and Coping with Academic Failure1,220 cited
  • 1992Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study1,114 cited
  • 2005Reliability, Validity, and Factor Structure of the Creative Achievement Questionnaire1,024 cited
  • 1999ARTISTIC LABOR MARKETS AND CAREERS803 cited
  • 1996Maintaining excellence: Deliberate practice and elite performance in young and older pianists.538 cited
  • 1986Student Beliefs About the Causes of Success and Failure in Music: A Study of Achievement Motivation192 cited
  • 1997Research on expert performance and deliberate practice: Implications for the education of amateur musicians and music students.178 cited
  • 2014Personality related traits as predictors of music practice: Underlying environmental and genetic influences131 cited
  • 2006Personality and Performance Anxiety Among Professional Orchestra Musicians107 cited
  • 2015Motivation to study music in Australian schools: The impact of music learning, gender, and socio-economic status

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71 cited
  • 2014Predictors of continued playing or singing – from childhood and adolescence to adult years41 cited
  • Cited by

    • 2022Intrinsic and Extrinsic Motivations for Music Performance19 cited
    • 2024Intrinsic Factors Influencing Career Choice of Music Graduates in Fujian, China9 cited
    • 2020Why Adolescents Participate in a Music Contest and Why They Practice – The Influence of Incentives, Flow, and Volition on Practice Time9 cited
    • 2022The impacts of digital initiatives on musicians during COVID-19: examining the Melbourne Digital Concert Hall9 cited
    • 2022Does genre make a difference? Classical orchestra/popular band musicians’ motivation, self-efficacy, and practice experiences’ effects on deliberate practice7 cited
    • 2022«Det finnes en sang for alt!»1 Ansattes begrunnelser for sang i barnehage og skole – en empirisk studie5 cited
    • 2025Musical education and academic motivation in highly developed AI technology4 cited
    • 2022Rethinking Motivation in Choir Participation: Proposing a Contextual Model of Motivation4 cited
    • 2023Opera trainees’ cognitive functioning is associated with physiological stress during performance4 cited
    • 2022«Jeg kan ikke bli musikklærer hvis jeg ikke kan synge foran klassen min»:1 Korsang i lærerutdanningen og utvikling av individuell sangtrygghet3 cited
    • 2021Ensembles for wellbeing3 cited