This article examines the influence of vocational music education workshops on the learning motivation of popular and jazz music students in a self-determination theory’s (SDT) framework. SDT illustrates that satisfying people’s universal psychological needs has a significant influence on well-being and learning. Psychological needs will become satisfied when the learner autonomously influences the choices and decisions of his or her learning. The learner feels then competent to act in the learning environment and receive the experiences related to it. The present article is based on a qualitative research project that examined 62 Finnish conservatory popular and jazz music students who participated in 11 music performance workshops with professional musicians in 2003–2011. The research data consists of (a) workshop plans and learning goals written by the students before the workshops and (b) reflective essays of experiences after the workshops. The data was analysed using theory-oriented content analyses. The students were responsible for the planning and implementation of music performances with professional musicians. Commitment to challenging performance projects with professional musicians motivated the students to try their best to develop their musicianship.

本文探讨了在自决理论（SDT）框架下，职业音乐教育研讨会对流行音乐和爵士音乐学生学习动机的影响。SDT说明，满足人们的普遍心理需求对幸福感和学习有重要影响。当学习者自主地影响他或她学习的选择和决定时，心理需求将得到满足。然后，学习者觉得自己有能力在学习环境中行动并获得与之相关的经验。本文基于一项定性研究项目，该项目研究了62位芬兰音乐学院的流行音乐和爵士音乐学生，他们在2003-2011年与专业音乐家一起参加了11个音乐表演研讨会。研究数据包括（a）学生在研讨会之前编写的研讨会计划和学习目标，以及（b）研讨会之后的反思性论文。使用面向理论的内容分析来分析数据。学生负责与专业音乐家一起策划和实施音乐表演。致力于与专业音乐家一起进行具有挑战性的表演项目，激发了学生们尽最大努力发展自己的音乐才能。