Integrating Comprehensive Musicianship into Group Piano Teaching: Exploring the Motivation of Young Beginners Through Self-Determination Theory

Abstract

Group piano instruction is increasingly implemented in early music education, yet its integration with comprehensive musicianship and the influence on young beginners’ motivation have received limited attention. This study addresses this gap by investigating how integrating comprehensive musicianship in group teaching impacts learning motivation, using Self-Determination Theory (SDT) that was proposed by Deci and Ryan as a framework. SDT highlights three psychological needs, autonomy, competence, and relatedness, as the foundation of intrinsic motivation. A qualitative case study was conducted with four group piano teachers in Northern China who taught children aged 4–8, drawing on interviews and classroom observations. Findings showed that discovery learning and structured teaching enhanced autonomy; optimal challenges, feedback, and musical mastery supported competence. The group setting also promoted meaningful peer, teacher, and parent relationships, fulfilling relatedness needs. Together, these factors significantly boosted young students’ motivation in group piano lessons. The study provides both theoretical and practical insights, showing that combining structured teaching with creative methods can create a rich and motivating learning environment for young beginners.