Between Self-Determination and Heteronomy - Timea Sari

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Résumé :
Over the past fifty years, Oman has seen significant economic, social, and cultural transformation, with music playing a growing role in public life. Despite state support, music remains a controversial subject within Omani society, shaped by traditional Islamic values and socio-cultural norms. This study explores the motivations of Omani music students - their reasons for pursuing a degree in music and their attitudes towards learning and practising. Grounded in Self-Determination Theory, it shows that while students' decisions to study music were often influenced by extrinsic factors, their musical engagement was marked by autonomous forms of motivation. By examining the complex and dynamic interplay between personal interests, socio-economic conditions, family influences, and institutional environments, this study offers a nuanced, context-sensitive view of musical motivation in Oman, contributing to broader discussions on music education and motivation in non-Western settings....

Biographie:
Timea Sari studied piano pedagogy and performance and holds a master's degree in Music Psychology in Education (University of Sheffield) as well as a PhD in Instrumental and Vocal Pedagogy (University of Music and Performing Arts Graz). From 2009 to 2017, she lived in the Sultanate of Oman, where she taught at the Department of Music & Musicology at Sultan Qaboos University. Currently she is Senior Scientist in Instrumental and Vocal Pedagogy at the University of Music and Performing Arts Graz....

Sommaire:
Over the past fifty years, Oman has seen significant economic, social, and cultural transformation, with music playing a growing role in public life. Despite state support, music remains a controversial subject within Omani society, shaped by traditional Islamic values and socio-cultural norms. This study explores the motivations of Omani music students - their reasons for pursuing a degree in music and their attitudes towards learning and practising. Grounded in Self-Determination Theory, it shows that while students' decisions to study music were often influenced by extrinsic factors, their musical engagement was marked by autonomous forms of motivation. By examining the complex and dynamic interplay between personal interests, socio-economic conditions, family influences, and institutional environments, this study offers a nuanced, context-sensitive view of musical motivation in Oman, contributing to broader discussions on music education and motivation in non-Western settings....