According to self-determination theory (SDT), the learning experiences of music students can be explained partly by the autonomy-supportive style adopted by their music teachers. To provide the first in-depth understanding of how music performance teachers support the autonomy of their students and how this support is related to students’ well-being, we adopted SDT and the PERMA model of well-being. We provide answers to three fundamental questions about teacher-student relationships in music: (1) Do music performance teachers support the autonomy of their students in higher music education? (2) How do students perceive this support? and (3) How does autonomy support affect music students’ well-being? Music performance teachers (n = 35) and students (n = 190) were recruited from higher music education institutions in the United Kingdom. Analyses included mean comparisons of teachers’ and students’ answers to survey questions, correlational analyses of teacher-student dyads’ responses on measures, and qualitative analyses of open-ended questions. Results showed that teachers and students mostly agreed that teachers provide autonomy support to their students. Teachers’ transmission of passion for music and autonomy-supportive behaviors were related to students’ well-being, whereas controlling behaviors hindered well-being. Qualitative results showed that although students put well-being at the core of their concerns, music teachers seemed unaware or ill-prepared to face those concerns.

中文翻译：

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教授音乐以支持学生：自主支持音乐教师如何提高学生的幸福感

根据自决理论（SDT），音乐学生的学习经历可以部分解释为音乐教师采用的自主支持风格。为了首先深入了解音乐表演教师如何支持学生的自主性以及这种支持与学生的幸福感如何相关，我们采用了 SDT 和 PERMA 幸福感模型。我们回答了关于音乐师生关系的三个基本问题：（1）音乐表演教师是否支持学生在高等教育中的自主性？(2) 学生如何看待这种支持？(3) 自主支持如何影响音乐学生的幸福感？音乐表演教师（n = 35）和学生（n = 190）是从英国的高等音乐教育机构招募的。分析包括教师和学生对调查问题的回答的平均比较、师生二人对措施的反应的相关分析以及开放式问题的定性分析。结果表明，教师和学生大多同意教师为学生提供自主支持。教师对音乐的热情传递和自主支持行为与学生的幸福感有关，而控制行为则阻碍了幸福感。定性结果表明，尽管学生将幸福放在他们关注的核心，但音乐教师似乎没有意识到或没有准备好面对这些担忧。开放式问题的定性分析。结果表明，教师和学生大多同意教师为学生提供自主支持。教师对音乐的热情传递和自主支持行为与学生的幸福感有关，而控制行为则阻碍了幸福感。定性结果表明，尽管学生将幸福放在他们关注的核心，但音乐教师似乎没有意识到或没有准备好面对这些担忧。开放式问题的定性分析。结果表明，教师和学生大多同意教师为学生提供自主支持。教师对音乐的热情传递和自主支持行为与学生的幸福感有关，而控制行为则阻碍了幸福感。定性结果表明，尽管学生将幸福放在他们关注的核心，但音乐教师似乎没有意识到或没有准备好面对这些担忧。