Evans, P., Ryan, R. M. (2022)
In G. McPherson, Intrinsic and extrinsic motivations for music performance.
, The Oxford Handbook of Music Performance , 1 (pp. 576-603) Oxford University Press. doi: 10.1093/oxfordhb/9780190056285.013.24
Miksza, P., Evans, P.McPherson, G. E. (2021)
Wellness among university-level music students: A study of the predictors of subjective vitality.
Musicae Scientiae, 25(2) ,143–160
Miksza, P., Evans, P.McPherson, G. E. (2021)
Motivation to pursue a career in music: The role of social constraints in university music programs.
Psychology of Music, 49(1) ,50–68
Kingsford-Smith, A., Evans, P. (2021)
A longitudinal study of psychological needs satisfaction, value, achievement, and elective music intentions.
Psychology of Music, 49(3) ,382–398
Blackwell, J.Miksza, P., Evans, P.McPherson, G. E. (2020)
Student vitality, teacher engagement, and rapport in studio music instruction.
Frontiers in Psychology,
Evans, P.Liu, M. Y. (2019)
Psychological Needs and Motivational Outcomes in a High School Orchestra Program.
Journal of Research in Music Education, 67(1) ,83-105
Freer, E., Evans, P. (2019)
Choosing to study music in high school: Teacher support, psychological needs satisfaction, and elective music intentions.
Psychology of Music, 47(6) ,781–799
Comeau, G.Huta, V.Lu, Y.Swirp, M. (2019)
The Motivation for Learning Music (MLM) questionnaire: Assessing children’s and adolescents’ autonomous motivation for learning a musical instrument.
Motivation and Emotion, 43 ,705–718
Krause, A. E.North, A. C.Davidson, J. W. (2019)
Using self-determination theory to examine musical participation and well-being.
Frontiers in Psychology, 10 ,405
Freer, E., Evans, P. (2018)
Psychological needs satisfaction and value in students’ intentions to study music in high school.
Psychology of Music, 46(6) ,881–895
Lalande, D. R., Vallerand, R. J.Lafrenière, M.-A. K.Verner-Filion, J. (2017)
Obsessive passion: A compensatory response to unsatisfied needs.
Journal of Personality, 85(2) ,163-178
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Music academic performance: Effect of intrinsic motivation and critical thinking.
Journal of Psychodidactics, 20(2) ,377-391
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Effects of asynchronous music on students’ lesson satisfaction and motivation at the situational level.
Journal of Teaching in Physical Education, 33 ,326-341
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The role of psychological needs in ceasing music and music learning activities.
Psychology of Music, 41(5) ,600–619
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Self-criticism, motivation, and goal progress of athletes and musicians: A prospective study.
Personality and Individual Differences, 47 ,279-283
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On the value of intrinsic rather than traditional achievement goals for performing artists: A short-term prospective study.
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