The purpose of this study is to explore and understand music education services from a service marketing perspective. Specifically, it investigates how perceived service quality influences both motivation and the intention to continue music education. This master’s thesis is grounded in three established theoretical models: the Theory of Perceived Service Quality – SERVPERF (Cronin & Taylor, 1992), Self-Determination Theory – SDT (Ryan & Deci, 2000), and Expectancy-Value Theory – EVT (Wigfield & Eccles, 2000).
We conducted a quantitative study by collecting data through questionnaires, which were meaningfully categorized into three key focus areas: perceived service quality, motivation, and intention to continue—each tailored to the context of music education. The research aimed to uncover how music school students perceive the quality of instruction, what motivates them to learn, and how various motivational factors—both intrinsic and extrinsic—relate to their intention to continue music education.
A strong emphasis was placed on intrinsic motivation, the fulfillment of the fundamental need for relatedness, and the roles of self-determination and personal competence. The findings of this study will contribute to a deeper understanding of the psychological factors, the significance of relationships, and the educational approaches that influence students’ sense of belonging and long-term commitment to their music school.
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