Students’ Motivation for Classroom Music
A Systematic Literature Review
Bibliographic Data
| ID | 22046554 |
|---|---|
| Authors | Bernadett Kiss (0000-0002-9060-8719, University of Szeged), Tun Zaw Oo (0000-0002-7456-3709, Magyar Agrár- és Élettudományi Egyetem), Fanni Biró (0000-0003-0958-0948, University of Szeged), Krisztián Józsa (0000-0001-7174-5067, Magyar Agrár- és Élettudományi Egyetem, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 7 |
| Pages | 862 |
| Publication date | 2025-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15070862 |
| OpenAlex | W4412085280 |
| Language | EN |
| Citations received | 3 |
| References cited | 40 |
Music learning can provide students with significant emotional and educational benefits, including stress relief, increased confidence, self-expression, brain development, enhanced attention, and perseverance. Despite these advantages, many students perceive music lessons as less important and tend to pay less attention in music classrooms. Consequently, motivation plays a crucial role for both teachers and students in facilitating an effective teaching and learning process in music education. Although motivation is generally understood as a student’s desire to engage in the learning process, it remains a complex concept that researchers and educators continue to explore across various educational contexts. This study aimed to review students’ motivation for classroom music by analyzing research from different studies in music education. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, 27 studies were reviewed and included. The findings identified four theoretical constructs related to motivation in classroom music: expectancy–value theory, self-determination theory, mastery motivation, and achievement goal theory. Among these, the first two were most commonly discussed across the reviewed studies. All the reviewed studies employed self-reported questionnaires as their primary assessment tools. Most studies indicated that girls demonstrated higher motivation levels than boys in music classrooms. Additionally, the findings emphasized that teachers’ instructional strategies are critical for enhancing students’ motivation. This study contributes to the field of music education by highlighting the pivotal role of teacher strategies in fostering motivation and by providing a comprehensive review of motivational theories, assessment tools, and gender-related motivational differences in music education
Mathematics education · Music education · Pedagogy · Children's Physical and Motor Development · Computer Science · Diverse Music Education Insights · Education and Technology Integration · Psychology
The Oxford Handbook of Self-Determination Theory
The PRISMA 2020 statement
Achievement Motivation and its Impact on Music Students’ Performance and Practice in Tertiary Level Education
‘Turn up the volume and listen to my voice’
Self-Determination Theory for Motivation in Distance Music Education
High school learners’ perceptions of value as motivation to choose music as an elective in Gauteng, South Africa
Student perceptions of the classroom environment, student characteristics, and motivation for music lessons at secondary school
Gender and religion as factors of individual differences in musical preference
Psychological Needs and Motivational Outcomes in a High School Orchestra Program
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |