How to Motivate Young Musicians to Persevere in Their Piano Studies — From a Psychological Needs Perspective

Abstract

This paper explores how piano teachers can support students' long-term motivation through the lens of basic psychological needs theory, focusing on autonomy, relatedness, and competence. Drawing on existing literature, it highlights that many young piano students drop out before reaching intermediate level, often due to unmet psychological needs. The study emphasizes the importance of fostering intrinsic motivation by addressing each need: supporting autonomy through student choice and interest, enhancing relatedness via positive teacher-student relationships, and building competence through goal-setting and constructive feedback. Teaching strategies such as adopting a student-centred approach, creating a supportive learning environment, and promoting a growth mindset are discussed. The paper argues that balanced satisfaction of these three psychological needs is crucial for sustaining students' engagement in piano learning. It concludes with implications for pedagogical practice and acknowledges limitations regarding the role of external factors such as peer and parental influence.