“Music’s cool... Yeah... But naah… can it really get you moving inside and out?" Eudaimonic Function of Music Listening (EFML) and Students’ Intrinsic Motivation in Physical Education
DOI:
https://doi.org/10.37134/mjm.vol15.1.1.2026Keywords:
Music psychology, physical education, Eudaimonic Functions of Music Listening (EFML), Self Determination Theory (SDT), Quality EducationAbstract
Music is commonly utilized in educational settings to support mood regulation and concentration, yet its deep motivational relevance within physical education remains underexplored. Guided by Self Determination Theory (SDT), this study examined the associations between the Eudaimonic Functions of Music Listening (EFML), and intrinsic motivation among college students enrolled in mandatory Physical Activities Toward Health and Fitness (PATH Fit) courses at a Philippine State University. A cross-sectional correlational design was used to assess these relationships. To measure the variables, the study utilized the Eudaimonic Functions of Music Listening (EFML) scale to evaluate the elements of Peak Experience (PEX), Flow (FL), and Transcendence (TR), alongside the Intrinsic Motivation Inventory to examine the subdimensions of interest, enjoyment, value, usefulness, and perceived choice. Regression analyses revealed that PEX and FL were significantly associated with overall intrinsic motivation and multiple subdimensions, with PEX emerging as the strongest predictor overall. Conversely, TR demonstrated a more selective pattern, emerging as a unique predictor within the value and usefulness model, which overall accounted for one quarter of the variance. These results imply that emotionally meaningful musical experiences can profoundly shape motivational appraisals during learning through movement. In terms of practical implications, the findings suggest that physical education instructors can deliberately implement aesthetic musical strategies to cultivate deeper educational purpose and student connection. This research provides context specific evidence validating that music can function far beyond temporary affect regulation to serve as a meaningful pedagogical catalyst for long term behavioral engagement in physical education.
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