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The Relevance of Motivation in Education and a Reconceptualization of Music
Teaching and Learning
Motivation is critical to learning and achievement in education, and it directly
influences how students learn. Motivation can be described as either intrinsic or extrinsic, and
it is also considered in the study of fixed or growth mindsets. Various types of motivation are
also examined, such as interests, needs, goals and aspirations (Lazowski & Hulleman, 2016).
In this paper, I will explore some significant concepts of motivation and review scholarly
literature that addresses motivation in learning and teaching. I will present a description of
how teaching and learning occur in my studio classroom, and lastly rethink my own
approaches and practices to music teaching.
Concepts of Motivation in Teaching and Learning
It is necessary to understand the concepts and theories of motivation as these concepts
help to address some important questions in learning, such as the reason why students
persevere through challenges of learning and practice, how some people succeed in achieving
their goals, or why some choose to quit (Evans, 2015). It is for the motive to understand the
multifaceted attributes in teaching and learning that marks out the importance in grasp
concepts of motivation.
One of the key frameworks for the study of motivation is self-determination theory,
which examines the inherent tendency for people to move towards growth. In education, the
theory emphasizes how the inner motivational resources of students is crucial in bringing
about positive learning, and it delves into themes like classroom engagement and
achievement (Renwick & Reeve, 2012). Self-determination theory is also interested in the
quality of motivation in the student, rather than just the amount of motivation the student has
(Evans, 2015). For example, intrinsic motivation is reflected in a student when they find it an
inherently enjoyable to learn to play music. Extrinsic motivation is shown when a student
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practices for the sake of achieving a good grade in an examination. It was mentioned by
Evans (2015) that external motivators are commonly used in music teaching and learning,
such as music teachers who reward students who played a piece well with a gold star, but it
remarked on how the students will not likely be encouraged to practice on their own once the
teacher stops using the gold star as reward. While the gold star showed an instantaneous
effect in this case, it may prevent students from internalizing a sense of motivation for music
learning. The self-determination theory also places emphasis on the motivating style of the
teacher as an important social influence on the development of the students’ intrinsic
motivation, which relies on supportive factors for maintenance and enhancement (Deci &
Ryan, 1985), such as being presented with optimal challenges from the teacher, having self-
directed learning opportunities, and receiving positive feedback.
While the self-determination theory looks into intrinsic and extrinsic motivation,
Macklem (2015) explored how motivation is an aspect of self-regulation. It was expressed
that motivational regulation refers to how students endeavor to maintain and increase their
motivation when they work on school assignments. There are several strategies that students
can utilize so as to regulate their motivation level, and as teachers, we can equip our students
with these motivational regulation strategies especially for those who are not familiar with
them. Wolters and Rosenthal (2000, as cited in Macklem, 2015) noted the use of five
regulation strategies to help in increasing motivation in students, which includes self-
consequating strategies, environmental control, interest enhancement, as well as self-talk.
Self-consequating approaches can be considered as students making a promise to themselves
to work towards and achieve a goal. They must first set goals for themselves, and
subsequently regulate their task engagement. During the course of working on a task, the
students are required to overcome multiple motivational barriers, which can be distractions
from the task and assignments that turn out to be increasing tedious or difficult. Motivation is
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also associated with self-regulated learning and emotions. Mega et al. (2013, as cited in
Macklem, 2015) found that positive emotions, along with self-regulated learning and
motivation, allow students to perceive themselves with the ability to be successful and
achieve their goals.
The study of fixed and growth mindsets, coined by Dweck (2006, as cited in
Robinson, 2017), is also significant to understand motivation in teaching and learning. The
study of fixed and growth mindsets examines the attitudes or beliefs about abilities and
intelligence that the student may have. A student with a fixed mindset may believe that they
are born with a certain set of intelligence and abilities which are unchangeable, whereas a
growth mindset student considers that with enough practice, their abilities can be picked up
and improved over time (Robinson, 2017). The learning behaviors of students are affected by
the type of mindset that they possess. For instance, those who think that intelligence can be
developed are prepared to put in extra effort into their learning, while those who believed that
intelligence is unchangeable tend to give up more easily when facing a challenge since they
think that they will fail (Cogdill, 2015).
Research on the Topic of Motivation in Education and Music Education
The study by Dweck (2007) found that having a growth mindset encourages the
progressive growth of ability over time. Students with the growth mindset concentrated on
developing their intellectual abilities by taking on challenges, since they believed that their
ability can be gradually improved.
It was observed that praising students for their effort and improvement, or “process”
praise, helps to promote growth mindset in students. These praises inform the students what
they have carried out to be successful and what they should do again to be successful next
time. Given that having a growth mindset helps to foster resilience and motivation in
students, Dweck (2007) organized an intervention consisting of an eight-session workshop to
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teach growth mindset to students. It was found that students in the growth-mindset
intervention group displayed noticeable changes in their motivation level as compared to the
control group, and the former showed an increased desire to put more effort in learning. Both
groups received training, such as in studying and memory strategies as well as time
management techniques. Dweck’s (2007) findings has also been obtained by other research
of growth mindset intervention. Aronson et al. (2002) indicated an increase in the students’
enjoyment of their course work, achieving a better grade, along with a higher appreciation of
academics when applying growth mindset intervention with university students.
A study by Kember (2016) presented reports from students regarding their
perceptions of teaching and learning types which motivated or demotivated them to study, as
well as an analysis of eight motivating factors that characterized a conducive teaching and
learning environment for students. Some motivating elements, for example, are teaching for
