Research on Inclusive Design and Wellbeing Promotion in Music Classrooms based on Learning Motivation

Dabin Rao

doi:10.54097/d6mzy715

Authors

Dabin Rao

DOI:

https://doi.org/10.54097/d6mzy715

Keywords:

Learning Motivation, Music Classroom, Inclusive Education, Wellbeing, Self-Determination Theory (SDT)

Abstract

This article explores the relationship between learning motivation and inclusivity in music classrooms, and analyzes the pathways through which both affect students' musical learning Wellbeing. Using the Self-Determination Theory (SDT) proposed by Deci & Ryan as the research framework, and based on the three major needs of autonomy, competence, and belonging in SDT, combined with the 2022 version of the art curriculum and related policies on aesthetic education, this study is conducted. The results show that inclusive music classrooms that meet the three major psychological needs can foster students’ intrinsic learning motivation, enhance their musical learning Wellbeing, and boost classroom engagement. Based on this, this study constructs a three-dimensional linkage model of Motivation-Inclusion-Wellbeing to provide practical solutions for the reform of music classrooms in primary and secondary schools, and to provide an empirical basis for the implementation of inclusive school aesthetic education.

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