自主支持音乐教学对学生福祉的影响及其机制

ABSTRACT This study examines the effects of autonomy‐supportive music instruction on student wellness and investigates the underlying motivational mechanisms through which such instruction may promote wellness in university music education. Drawing on self‐determination theory, a cluster‐randomized experimental design was implemented among undergraduate music students in China. Intact classes were randomly assigned to an autonomy‐supportive instructional condition or a control condition. Data were collected at three time points using paper‐based questionnaires, and multilevel analyses were use