The Effect of Students’ Music Motivation and Subject Interest on Music Class Engagement: Focusing on the Moderating Effect of Perceived Instructor Autonomy Support

Abstract

This study analyzed the factors influencing middle school students' participation in music classes to explore effective strategies for music education. To this end, learner-centered factors, such as music learning motivation and subject interest, and an instructional environmental factor, perceived instructor autonomy support, were selected to systematically examine the relationships among these variables. A survey was conducted with 237 first-year middle school students in Gyeonggi Province, utilizing scales measuring music learning motivation, subject interest, perceived instructor autonomy support, and music class participation. The analysis revealed the following results. First, higher levels of music learning motivation and subject interest significantly increased participation in music classes. Second, perceived instructor autonomy support not only significantly enhanced music class participation but also moderated the relationships between music learning motivation, subject interest, and class participation. These findings suggest that fostering students' motivation and interest, along with creating an environment where instructors support autonomy, can effectively enhance participation in music classes. This study provides new insights into the importance of learner-centered learning environments and the instructor's role in music education, contributing to practical educational approaches for strengthening learner participation.