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Findings offer practical ideas to help instrumental teachers strengthen students’ internal motivation and support lifelong music making.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/improving-students-intrinsic-motivation-in-piano-learning-expert-teacher-voices/593754/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/improving-students-intrinsic-motivation-in-piano-learning-expert-teacher-voices/593754.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the study address in piano learning?","Question",{"text":63,"@type":64},"The study focuses on why some students fail to maintain intrinsic motivation to continue piano learning after starting.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted?",{"text":68,"@type":64},"It used a small-scale phenomenological case study analyzing the understandings of three expert and experienced piano teachers.",{"name":70,"@type":61,"acceptedAnswer":71},"What motivational needs are emphasized in the article?",{"text":72,"@type":64},"Self-determination theory is discussed through the needs for competence, relatedness, and autonomy as drivers of intrinsic motivation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593754,1792166226,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":55,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Improving students’ intrinsic motivation in piano learning: Expert teacher voices  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nZijia Cheng and Jane Southcott  \nMonash University  \nAbstract  \nMany students learn to play the piano but some lack the motivation to continue learning. Many students learn for extrinsic reasons. This research will explore understandings about student motivation held by expert piano teachers who have developed strategies to improve their students’ intrinsic motivation to begin and continue learning. This small scale phenomenological case study examined three expert and experienced piano teachers’ understandings of student engagement and motivation. The analysis generated a number of themes in relation to students’motivation in piano learning. The findings of this current study could offer a range of ideas and reflections to assist instrumental teachers build their students’ intrinsic motivation in learning and foster lifelong music making. Key words: piano, music learning, instrumental teaching, motivation  \nAustralian Journal of Music Education 2016: 50(2), 48-57  \nIntroduction  \nEngaging with and enjoying music is a universal human trait and it is the right of every child to receive a music education (Schuler, 2012) . Instrumental music learning has long been the subject of considerable research interest (MacKenzie, 1991; Schiavo & Cummins, 2015) . Learning piano is an effective way for students to gain pleasure and enjoyment from music and those who play piano are thought to perceive themselves to be smart, energetic, outgoing and hardworking which may lead them to achieve better in academic learning (Duke, Flowers & Wolfe, 1997). Although many students learn piano from a young age, a large number lack intrinsic motivation to continue their study to become competent players (Ericsson, Krampe, & Tesch-Romer, 1993; Davidson, Sloboda & Howe, 1995/1996) . Some students may even consider learning piano an uninteresting activity but  \ncontinue for extrinsic reasons such as parental pressure (Costa-Giomi, 2004). This study addresses the question: How do three experienced piano teachers engender motivation in their students? Motivation has been defined as “the process whereby goal-directed activities are initiated and sustained”(Cook & Artino, 2016, p. 997) . Motivation is colloquially understood as a driving force within an individual to do something. Different theories attempt to explain human motivation including expectancy value theory, attribution theory, socialcognitive theory, goal orientation theory and selfdetermination theory and each offers “recurrent themes of competence, value, attributions, and interactions between individual and the learning context”(Cook & Artino, 2016, p. 997). Whether an individual is motivated may be determined by his or her behaviour (Maehr, 1984; Linnenbrink-Garcia, Maehr & Pintrich, 2011) and influential factors may include: choice and preference, intensity,  \npersistence, quality of engagement, affect and cognition (Maehr, Pintrich, & Linnenbrink, 2002; Linnenbrink-Garcia et al., 2011) .  \nPiano teachers frequently find their students’behavioral indicators helpful in determining motivation (Davidson et al., 1995/1996; CostaGiomi, 2004) . These indicators include choice and preference, intensity, persistence and quality of engagement and musical output (Maehr, Pintrich,& Linnenbrink, 2002). Making the decision to take part in an activity indicates motivation. For example, if students choose to practice piano without external pressure and if they persist with practising even though the repertoire is difficult, they are internally or intrinsically motivated (Sloboda, Davidson, Howe, & Moore, 1996; Johnston, 2007) . Behavioral indicators of motivation include how long students remain engaged in an activity, how well they accomplish a task, and students’ expressed emotions and thoughts (Linnenbrink-","cbCaip38fQsvzBEZ","https://ap.wps.com/l/cbCaip38fQsvzBEZ","pdf",172275,"English","# Abstract\n# Introduction\n## Intrinsic motivation and motivational theories\n## Behavioral indicators of motivation\n## Intrinsic motivation theory and self-determination theory\n## One-to-one piano tuition and its effects","[{\"question\":\"What problem does the study address in piano learning?\",\"answer\":\"The study focuses on why some students fail to maintain intrinsic motivation to continue piano learning after starting.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used a small-scale phenomenological case study analyzing the understandings of three expert and experienced piano teachers.\"},{\"question\":\"What motivational needs are emphasized in the article?\",\"answer\":\"Self-determination theory is discussed through the needs for competence, relatedness, and autonomy as drivers of intrinsic motivation.\"}]","Improving students’ intrinsic motivation in piano learning - Expert teacher voices | PDF",1792077852,25]