The Voice as Self: A Conceptual Model of Motivation and Engagement in Chinese Senior High School Vocal Music (Published)
Research on motivation in school music has largely treated singing as one more musical activity, applying general models of motivation and engagement without asking what is distinctive about learning with one’s own voice. This conceptual article argues that vocal music forms a separate motivational domain, because the voice is experienced as part of the self, every attempt is heard by peers, and performance anxiety is never far from the learning process. Building on self-determination theory, expectancy-value and self-efficacy theory, and the control-value theory of achievement emotions, the article proposes a model of motivation and engagement for senior high school vocal music in China. The model places vocal self-concept and performance-related emotions at its centre, treats teacher need support and school signals of value as environmental inputs, and adds the examination-oriented and relational character of Chinese schooling as contextual conditions. Seven propositions are derived for empirical testing. The article closes with implications for measurement, research design and classroom practice, including the case for multi-method designs that do not rely on a single self-report questionnaire.
Keywords: China, Motivation, Self-Determination Theory, Singing, conceptual model, engagement, performance anxiety, vocal music education