ArticleFrontiers in psychology2025
Interpretive autonomy at the heart of classical musicians' learning and well-being: the role of professional education.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Interpretive autonomy predicts self-regulated learning behaviors in lessons, practice, and performance among classical musicians.Frontiers in psychology · 2026Article
- Challenging score-centered norms in Western classical higher music education: an exploratory qualitative study of instructor-led initiatives in the UK and Europe.Frontiers in psychology · 2026Article
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Authors and funding
2 authors.
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Abstract
A classical musician's role is to convey their interpretations of pre-composed pieces to audiences; however, classical musicians have been criticized for conforming to normative interpretations, demonstrating a lack of autonomy in interpretation. While a lack of interpretive autonomy may harm musicians themselves by leading to maladaptive learning behaviors and lowered well-being, this has not been thoroughly examined. Additionally, interpretive autonomy may be hindered by professional training that emphasizes reproducing normative interpretations, but the extent of this remains unclear. Therefore, we conducted case study research on eight elite piano and violin students to explore how interpretive autonomy is promoted or hindered by learning experiences, and how it influences their learning behaviors and well-being. In addition, we investigated how inhibited interpretive autonomy can be promoted by education, and how earlier learning experiences in interpretation have long-term effects in college and post-college. Using a model of
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