Professors’ motivational styles, future orientation, and engagement: A qualitative study in professor–student dyads in the school of music

Self-determination and future orientation theories confirm a relationship between motivational context, hopes/fears, and positive/negative outcomes. This study’s aims are threefold: to provide a qualitative inquiry into earlier quantitative findings; to probe whether music professors’ self-perceived motivational styles (autonomy-supportive or controlling) are consistent with their students’ perceptions; and to analyze the relationship between students’ perception of professors’ motivational styles, their hopes/fears (as a cognitive representation of Future Orientation), and engagement concerning their career. Seven dyads from a Peruvian university’s music program participated in the study. Qualitative studies in Peruvian music schools are scarce. An interview was used for data collection, and Atlas.ti 7.5.4. software was employed for analysis. Professors reported their motivational style mostly as autonomy-supportive, but not every student confirmed this self-perception. Some professors are perceived as controlling, and in some instances, the professor’s self-perception corroborates this description. Students’ hopes were generally related to music engagement. A clear relationship between students’ perception of their professor’s autonomy support, their hopes, and music engagement was found. In one dyad, the perception of a controlling motivational style was found to be associated with fears and with a lack of engagement. These findings confirm previous reports from quantitative studies.