Four Science-Based Tips to Motivate Students

Motivation can seem mysterious at times. Why is it that some students come in having practiced and prepared week after week, while others merely do the bare minimum? For teachers, it’s certainly more fun to work with students who are motivated to learn. Fortunately, the science of motivation can guide us as we tweak our teaching in subtle ways that can make students more excited about learning to play music. So in this article, I’ll share some counterintuitive, science-based tips to motivate your students.

The Science of Motivation

Understanding motivation starts with differentiating between its two primary forms: intrinsic and extrinsic motivation. Intrinsic motivation is an internal drive that arises from interest or enjoyment in the task itself rather than any external rewards or punishments. It's the kind of motivation that drives a person to read a novel because they find it exciting or to practice a musical instrument because they genuinely enjoy the process and the progress they're making. On the other hand, extrinsic motivation is driven by external factors, such as rewards or punishments. This form of motivation compels students to complete a task in order to receive a good grade, praise, or a reward or to avoid punishment or criticism.

There are compelling reasons to aim for intrinsic motivation. Research has consistently shown that intrinsically motivated students are more likely to be engaged, enjoy learning, have higher self-esteem, and persist in the face of challenges. In contrast, an over-reliance on extrinsic motivation can lead to reduced creativity, lower quality of learning, and in some cases, less interest in the activity when the reward or punishment is removed. What’s more, research also backs up the idea that intrinsic motivation is the main driver for musicians to develop their craft.

So how can we enhance intrinsic motivation? The science points towards three key elements that promote intrinsic motivation: autonomy, competence, and relatedness. We’ll see what these elements entail in the following four practical tips.

1. Be careful with carrots and sticks

One of the first strategies to come to mind with motivation is rewards and punishments. If you want someone to do something, give them an incentive, either positive or negative. While this may work in the short term, it collides with the first ‘ingredient’ of intrinsic motivation: autonomy. That sense of autonomy can grow when we feel we have control over our learning process, we can make choices along the way, and our preferences matter.

A study conducted in a nursery school provides a fascinating example. Children who showed a keen interest in drawing were divided into three groups. The first group agreed to draw in exchange for a certificate and a star, the second group was unexpectedly rewarded after drawing, and the third group received nothing. The researchers then observed how much time each child spent drawing during their free time.

Interestingly, the children who had agreed to draw for a reward spent significantly less time drawing than those who received no reward or an unexpected one. This study suggests that the act of 'bribing' children to perform an activity could unintentionally undermine their interest in the task itself. The same principle applies to threats, deadlines, and directives. It appears that any external control we experience as governing our behavior can suppress our natural drive and enjoyment.

In short, the use of 'carrots and sticks' should be carefully considered when we teach. There are uses for it, of course. Sometimes students may initially lack interest in a piece, theory , or unknown musical genre, and a little push can be a useful tool to help students explore unfamiliar terrain and possibly spark an interest in it. But generally, it may be wise not to push too much and to pick the moments we do wisely.

2. Take responsibility for everything that happens in your lessons

Have you ever noticed that some students will apologize when making a mistake? You might’ve done this yourself when you took lessons. What apologizing students are really saying is: sorry for failing to meet your standards. Sorry for not being a good enough student.

Years ago, I took some singing lessons, and I’ll never forget what my teacher said during the first lesson before we got started. “In a second, I’ll ask you to try some exercises. Whenever you make a mistake, things sound bad, or you don’t understand me, that will be my fault.” I remember that simple statement removing a lot of pressure. After all, it can be scary to take lessons. Students are often concerned with what their teacher thinks of them and their playing. Are they learning fast enough? Should they be able to play x, y, or z by now? But by taking complete responsibility for whatever happened in the lessons, my teacher managed to remove such concerns.

Perhaps somewhat counterintuitively, taking full responsibility tends to make students more autonomous. It changes the dynamic of the lessons, where ‘pleasing’ the teacher is no longer the aim. Instead, it creates an environment where failure isn’t a problem and where students and teachers can work side by side to reach the student’s goals. It invites a more open and inquisitive conversation: “Why do you think you made that mistake?” “What makes this bit difficult to play?” “How would you best practice that section?” In other words, it allows you to involve students in their own learning process.

3. Praise effort instead of talent

The principle of competence is quite simple. When we feel we’re good at something, we enjoy doing it more. What’s interesting, though, is that this feeling of competence is subjective. Some exceptionally skilled musicians might feel entirely inadequate, while beginners can be excited and proud of their progress.

Praise can be a powerful tool in boosting this feeling of competence and a student’s enthusiasm for learning. But it's essential to distinguish between praising effort and praising innate talent, as many studies have shown. Children who were praised for their talent ("You're so smart and talented") were compared to those praised for their effort ("You've worked very hard"). The results were telling. The 'talented' group was less persistent, enjoyed tasks less, and performed worse than their 'hard-working' counterparts.

So why would this matter? Why does praising talent backfire? This is where the concept of ‘mindsets’ comes in. According to psychologist Carol Dweck's research, we can hold either a 'fixed mindset' or a 'growth mindset'.

When we praise talent, we unwittingly encourage a fixed mindset, leading students to believe that success is a result of inherent abilities rather than dedicated effort. The problem with this mindset is its implications on how we perceive failure. In a fixed mindset, failure isn't seen as a shortfall in efforts or strategies but a reflection of one's inherent limitations. This perspective can be detrimental in learning and other areas of life, as it discourages risk-taking and fosters a fear of failure.

But when we praise effort, we nurture a growth mindset - a belief that abilities can be developed through dedication and hard work. People with a growth mindset embrace challenges, persist in the face of setbacks, and believe in the power of effort as a pathway to mastery. They view failures as opportunities to learn and grow rather than as a measure of their worth.

Therefore, as educators, it's crucial to instill a growth mindset in our students. By framing performance as the result of practice and effort, we not only enhance intrinsic motivation but also foster resilience and a lifelong love of learning.

4. Create opportunities to connect

The third element of intrinsic motivation is relatedness. This refers to the sense of connection or belonging that students feel with other people who are part of their learning process. It’s motivating when we can share our excitement, wonder, frustration, and anything else we experience along the way.

As teachers, we can, of course, be one of those people students can share with. Yet, there is nothing like being able to connect with peers who are at a similar stage in their musical journeys. We also shouldn’t forget about the power of peer learning. Sometimes it takes someone close to your own level to explain concepts like the major scale or diatonic chords for things to finally click. So if possible, we should try to help students connect with each other. Here are some ideas.

• Occasionally merge lessons so that students have the opportunity to play together.
• Encourage students to join bands, orchestras, or other musical ensembles.
• Organize recitals, performance nights, or more informal get-togethers where students can get to know each other.

Conclusion: Making the Science Work for You

Hopefully, these tips have given you some thoughts on how you can tweak your teaching as well. Of course, no two teachers are the same. Our approach to teaching will always, to some extent, depend on our personality and our preferences. Different students have different needs as well. For example, younger students need a lot more structure and guidance than older students. But by keeping these principles in mind, autonomy, competence, and relatedness, we can shape our lessons in a way that is both more enjoyable for ourselves and for our students.