Teacher–student relationship in one-to-one music education: Combined student/teacher questionnaire dataset

This dataset brings together survey responses from 117 music students and 102 one-to-one music teachers, creating a combined sample of 219 participants. The study investigates the teacher–student relationship in one-to-one music education, adapting insights from the coach–athlete relationship framework to music psychology.Key constructs measured include:Relationship quality (direct and meta perceptions of closeness, commitment, complementarity)Dyadic cognition (shared understanding, knowledge convergence, foci, and domain)Psychological safetyBasic psychological needs satisfaction (BPNS: autonomy, competence, relatedness)Motivation subtypes (intrinsic, integrated, identified, introjected, external, amotivation)EngagementWellbeing (subjective, hedonic, and eudaimonic dimensions; loneliness; joy of learning; teacher efficacy)Performance outcomesThe dataset supports both<b> </b><b>s</b><b>tu</b>dent- and teacher-specific analyses as well as combined models. Descriptive statistics and reliability analyses showed generally high internal consistency across constructs, with minor ceiling effects observed for intrinsic motivation, engagement, and relationship quality measures.The dataset has been used fo<b>r</b><b> </b><b>correlational, regression, and structural equation modelling (SEM)</b> to examine how relational, cognitive, and motivational factors predict wellbeing and performance in one-to-one music education.© the authors