This study sought to explore high school band students’ motivation for practicing their instruments using the basic tenets of self-determination theory as a theoretical lens. Exploring levels of self-determination alongside years of musical experience, time reported practicing, grade level, gender, instrument selection, and private lesson study, this study sought to utilize the Music Practice Motivation Scale (MPMS) with a high school instrumental music population. Using multivariate analyses of variance, participants reported higher levels of intrinsic motivational beliefs toward practicing over external motivations. Extrinsically motivated students, however, were more likely to rate stronger agreement with an introjected regulation style indicating the importance of others’ views of practice on their own belief system. Despite potential issues with the fulfillment of the psychological need for autonomy, data suggest a weak correlation between private lesson study and the bolstering of intrinsic motivation. Reliability analysis demonstrated strong support for the inclusion of the MPMS in high school-level classrooms when seeking to determine and guide student self-determination to practice. Strong connections were found to support the fulfillment of psychological needs in the instrumental music classroom through targeted activities that focus on the development of intrinsic motivational beliefs focused on feelings of achievement, knowledge, and affect.

本研究试图以自我决定理论的基本原则为理论视角，探讨高中乐队学生练习乐器的动机。探索自决水平以及多年的音乐经验、报告的练习时间、年级、性别、乐器选择和私人课程学习，本研究试图将音乐练习动机量表 (MPMS) 用于高中器乐人群。使用多变量方差分析，参与者报告了更高水平的内在动机信念，以实践超过外部动机。然而，外在动机的学生更有可能对内向的监管风格给予更强的认同，这表明他人对实践的看法对他们自己的信仰体系的重要性。尽管在满足自主的心理需求方面存在潜在问题，但数据表明私人课程学习与增强内在动机之间的相关性较弱。可靠性分析表明，在寻求确定和指导学生自决实践时，强烈支持将 MPMS 纳入高中课堂。通过专注于发展内在动机信念的有针对性的活动，发现紧密的联系可以支持在器乐课堂上满足心理需求，这些活动侧重于成就感、知识和情感。可靠性分析表明，在寻求确定和指导学生自决实践时，强烈支持将 MPMS 纳入高中课堂。通过专注于发展内在动机信念的有针对性的活动，发现紧密的联系可以支持在器乐课堂上满足心理需求，这些活动侧重于成就感、知识和情感。可靠性分析表明，在寻求确定和指导学生自决实践时，强烈支持将 MPMS 纳入高中课堂。通过专注于发展内在动机信念的有针对性的活动，发现紧密的联系可以支持在器乐课堂上满足心理需求，这些活动侧重于成就感、知识和情感。