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This article examines the influence of vocational music education workshops on the learning motivation of popular and jazz music students in a self-determination theory’s (SDT) framework. SDT illustrates that satisfying people’s universal psychological needs has a significant influence on well-being and learning. Psychological needs will become satisfied when the learner autonomously influences the choices and decisions of his or her learning. The learner feels then competent to act in the learning environment and receive the experiences related to it. The present article is based on a qualitative research project that examined 62 Finnish conservatory popular and jazz music students who participated in 11 music performance workshops with professional musicians in 2003–2011. The research data consists of (a) workshop plans and learning goals written by the students before the workshops and (b) reflective essays of experiences after the workshops. The data was analysed using theory-oriented content analyses. The students were responsible for the planning and implementation of music performances with professional musicians. Commitment to challenging performance projects with professional musicians motivated the students to try their best to develop their musicianship.

Evaluating motivational characteristics in vocational music education within the perspective of self-determination theory