Associations between perceived teacher-student interaction quality and intrinsic motivation and psychological resilience in one-on-one clarinet instruction: a social cognitive theory perspective

This cross-sectional study examined associations between students’ perceived teacher-student interaction quality and their intrinsic motivation and psychological resilience in clarinet learning, drawing upon social cognitive theory. A sample of 385 clarinet students aged 12–20 years from conservatories, arts schools, and community training centers completed self-report questionnaires measuring interaction quality, intrinsic motivation, psychological resilience, and self-efficacy. Multiple regression analyses indicated that interaction quality dimensions were significantly associated with both outcomes, with autonomy support showing the strongest association with intrinsic motivation (β = 0.32, 95% CI [0.21, 0.43]) and instructional support demonstrating the strongest association with resilience (β = 0.27, 95% CI [0.17, 0.37]). Path analysis with observed composite scores indicated good model fit (CFI = 0.96, TLI = 0.95, RMSEA = 0.041, SRMR = 0.038) and suggested that self-efficacy partially mediated these associations. Because composite rather than latent variables were employed, fit indices should be interpreted with this methodological constraint in mind, with indirect effects accounting for 58.5% (indirect effect = 0.341, 95% CI [0.267, 0.421]) of the relationship between interaction quality and intrinsic motivation and 69.5% (indirect effect = 0.387, 95% CI [0.309, 0.471]) of the relationship with resilience. These findings support social cognitive theory’s applicability to music education and reveal potential psychological pathways linking relational experiences to learner development, though the cross-sectional design precludes causal inference.