The Comparison of Students’ Motivation between Participation in Formal Education and In Music Activities

Abstract

This study compares different types of regulation that motivate school students to participate in their formal education and in music entertainment. The framework of self-determination is used in this study to convey various forms of regulation that play important roles in driving students to take action in both settings. A survey result based on 207 student respondents in Thailand revealed that although it is not uncommon to anticipate that there could be a variety of reasons for establishing this educational participation, ranging from extrinsic controls to intrinsic values, the students were more likely to be extrinsically and personally pressured in their formal study, compared to participating in music. On the other hand, they were prone to be more intrinsically driven when joining in music activities than studying.