Adult music learners may expect to be more independent and therefore more inclined to engage in self-directed learning than younger learners; however, adults may not feel encouraged or supported to self-direct. In this qualitative study, the relationships between six adult instrumentalists and their teachers were examined using Grow’s Staged Self-Directed Learning (SSDL) Model to determine if there was congruence or a mismatch between individual student learning needs and their teachers’ strategies. Teachers reported a willingness to accommodate the self-direction needs of their students. Even in cases of teacher–student mismatch, more direction from the teacher was welcomed when they encountered technical difficulty or an unfamiliar style. Students who reported that they had little experience playing were more inclined to have low to moderate levels of self-direction, whereas more advanced players reported intermediate to high levels of self-direction. Cultural expectations were found to play an important role in determining if students desire to be self-directed learners. The quality of the teacher–student relationship and communication were both found to be an important determinant of successful collaboration. These findings suggest that the theoretical application of the SSDL model could provide teachers a means to assess and discern their adult students’ learning needs.

成人音乐学习者可能期望比年轻学习者更加独立，因此更倾向于自主学习。但是，成年人可能不会感到受到鼓励或支持自我指导。在这项定性研究中，使用Grow的阶段性自我指导学习（SSDL）模型检查了六位成人乐器演奏者及其老师之间的关系，以确定单个学生的学习需求与其老师的策略之间是否存在一致性或不匹配性。老师们表示愿意满足学生自我指导的需求。即使在师生不匹配的情况下，当他们遇到技术困难或不熟悉的风格时，也欢迎老师提供更多指导。报告称自己没有游戏经验的学生更倾向于低至中等水平的自我指导，而更高级的玩家则报告中等至高水平的自我指导。发现文化期望在确定学生是否希望成为自主学习者方面起着重要作用。师生关系和沟通的质量都是成功合作的重要决定因素。这些发现表明，SSDL模型的理论应用可以为教师提供一种评估和识别成年学生学习需求的手段。发现文化期望在确定学生是否希望成为自主学习者方面起着重要作用。师生关系和沟通的质量都是成功合作的重要决定因素。这些发现表明，SSDL模型的理论应用可以为教师提供一种评估和识别成年学生学习需求的手段。发现文化期望在确定学生是否希望成为自主学习者方面起着重要作用。师生关系和沟通的质量都是成功合作的重要决定因素。这些发现表明，SSDL模型的理论应用可以为教师提供一种评估和识别成年学生学习需求的手段。