Xu Shaohan, Li Dong
Conservatory of Music, Nanjing Normal University, Nanjing, Jiangsu 210000, China.
Acta Psychol (Amst). 2025 Apr;254:104827. doi: 10.1016/j.actpsy.2025.104827. Epub 2025 Mar 3.
The present study focuses on the needs and challenges faced by Chinese music students, considering Autonomy-Supportive Teaching as a predictor of Music students' overall sense of well-being based on the Self-determination theory. The potential mediating role of Flow and collaborative learning is explored. The study included a convenience sample of 1206 Chinese music students. The results supported the hypotheses. The total effect of autonomy-supportive teaching on well-being was positive, but it also showed that the relationship is partly mediated by flow and collaborative learning. The direct effect, although smaller after including the mediators, remains significant, suggesting that autonomy-supportive teaching still directly contributes to well-being. By demonstrating the value of autonomy-supportive teaching in enhancing students' engagement, collaboration, and well-being, the study highlights the importance of promoting autonomy in learning environments to support students' overall development. The findings have the potential to impact not only music education but also other disciplines where similar educational pressures exist.
本研究聚焦于中国音乐专业学生所面临的需求与挑战，基于自我决定理论，将自主支持性教学视为音乐专业学生整体幸福感的一个预测指标。同时探讨了心流和合作学习的潜在中介作用。该研究纳入了1206名中国音乐专业学生的便利样本。研究结果支持了假设。自主支持性教学对幸福感的总体影响是积极的，但也表明这种关系部分是由心流和合作学习介导的。直接效应在纳入中介变量后虽变小，但仍显著，这表明自主支持性教学仍直接有助于提升幸福感。通过证明自主支持性教学在增强学生参与度、合作及幸福感方面的价值，该研究凸显了在学习环境中促进自主性以支持学生全面发展的重要性。这些研究结果不仅有可能影响音乐教育，还可能影响存在类似教育压力的其他学科。
