ArticleBMC psychology2026
Associations between perceived teacher-student interaction quality and intrinsic motivation and psychological resilience in one-on-one clarinet instruction: a social cognitive theory perspective.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This cross-sectional study examined associations between students’ perceived teacher-student interaction quality and their intrinsic motivation and psychological resilience in clarinet learning, drawing upon social cognitive theory. A sample of 385 clarinet students aged 12–20 years from conservatories, arts schools, and community training centers completed self-report questionnaires measuring interaction quality, intrinsic motivation, psychological resilience, and self-efficacy. Multiple regression analyses indicated that interaction quality dimensions were significantly associated with both outcomes, with autonomy support showing the strongest association with intrinsic motivation (β = 0.32, 95% CI [0.21, 0.43]) and instructional support demonstrating the strongest association with resilience (β = 0.27, 95% CI [0.17, 0.37]). Path analysis with observed composite scores indicated good model fit (CFI = 0.96, TLI = 0.95, RMSEA = 0.041, SRMR = 0.038) and suggested that self-efficacy partially mediated these associations. Because composite rather than latent variables were employed, fit indices should be interpreted with this methodological constraint in mind, with indirect effects accounting for 58.5% (indirect effect = 0.341, 95% CI [0.267, 0.421]) of the relationship between interaction quality and intrinsic motivation and 69.5% (indirect effect = 0.387, 95% CI [0.309, 0.471]) of the relationship with resilience. These findings support social cognitive theory’s applicability to music education and reveal potential psychological pathways linking relational experiences to learner development, though the cross-sectional design precludes causal inference.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.