SDT in action: enhancing motivational resources and auditory perception in German general music education

Abstract This study investigates the effectiveness of a Self-Determination Theory (SDT)-based intervention in enhancing motivational resources and skill development in general music education among 236 sixth-grade students from German comprehensive schools. Utilizing a quasi-experimental design with three experimental groups, the intervention focused on fostering autonomy, relatedness, and competence during music lessons. Results revealed that students in the intervention group reported increased autonomy satisfaction and maintained higher motivation levels compared to the control group. Additionally, these students showed significant improvement in auditory perception and musical memory skills. However, the motivational effects diminished over time, highlighting the need for further research on long-term impacts. The study highlights the potential of SDT principles in enhancing educational outcomes in non-core subjects, such as general music education.