Teaching music to support students: How autonomy-supportive music teachers increase students’ well-being

Arielle Bonneville-Roussy; Emese Hruska; Hayley Trower

doi:10.1177/0022429419897611

Teaching music to support students: How autonomy-supportive music teachers increase students’ well-being

Arielle Bonneville-Roussy, Emese Hruska, Hayley Trower

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Abstract

© 2019, The Author(s). This is an author produced version of a paper published in JOURNAL OF RESEARCH IN MUSIC EDUCATION uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

Original language	English
Journal	JOURNAL OF RESEARCH IN MUSIC EDUCATION
DOIs	https://doi.org/10.1177/0022429419897611
Publication status	Published - 31 Jan 2020

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10.1177/0022429419897611

Teaching music to support students - How autonomy-supportive music teachers increase students’ well-being AAMAccepted author manuscript, 757 KB

Cite this

Bonneville-Roussy, A., Hruska, E., & Trower, H. (2020). Teaching music to support students: How autonomy-supportive music teachers increase students’ well-being. JOURNAL OF RESEARCH IN MUSIC EDUCATION. https://doi.org/10.1177/0022429419897611

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