Science of Student Motivation
Self-determination Theory - SDT
Teaching music isn’t just about grading scales or correcting rhythms. It’s about helping students want to learn, want to play, and want to make music. In music education, we often talk about “rigour” or “standards”—but the real magic happens when students are engaged from the inside out.
That’s where Self-Determination Theory (SDT) comes in.
If you’re not familiar with SDT, it’s one of the most powerful, research-backed frameworks out there for understanding what actually motivates people—especially students. And unlike a lot of theories, this one works in classrooms.
I highly recommend watching this short video, which offers an introduction to SDT in simple terms.
What Is Self-Determination Theory?
Developed in the 1980s by researchers Edward Deci and Richard Ryan, SDT suggests that human beings have three basic psychological needs:
• Autonomy
• Competence
• Relatedness
When these needs are met, motivation, engagement, and well-being soar. When they’re not, students shut down.
So What Does This Mean for the Music Room?
🎶 Autonomy – Giving Students Real Choices
Autonomy doesn’t mean chaos. It means giving students meaningful decisions within a structured environment. Can they choose which song to learn? Can they help shape the musicality of the performance? Can they make contribute to decisions on logistics and goals?
When students feel ownership, they show up differently. Their playing has purpose.
🎶 Competence – Creating Wins
We’ve all seen what happens when a student feels like they’re “bad at music.” They check out. That’s why our job is to scaffold success—to build challenges that stretch, but don’t break.
Start simple. Celebrate progress. Offer feedback that builds, not bruises. Help them see that they can get better. The should primary experience success.
🎶 Relatedness – Building Real Connection
Music is a human activity. It only makes sense that students thrive when they feel connected—to us, to each other, to the music.
Teach with a warm affect. Use invitational language. Acknowledge and accept negative feelings when they come up. Display patience. And above all, make sure your students know that you like them and that you’re on their team. When students feel emotionally safe and genuinely supported, they’re far more likely to engage, collaborate, and grow.
Why This Matters
When autonomy, competence, and relatedness are present, music classrooms become more than rehearsal spaces. They become creative communities—places where students grow, take risks, and fall in love with music on their own terms.
And let’s be real: motivated students are just more fun to teach. They learn more, behave better, and surprise us in the best ways.
Want to Learn More? - Recommended Resources
Books:
Why We Do What We Do: Understanding Self-Motivation - Edward Deci, Richard Flaste
Punished by Rewards - Alfie Kohn
Supporting Students' Motivation Strategies for Success - Johnmarshall Reeve, Richard M. Ryan, Sung Hyeon Cheon, Lennia Matos, Haya Kaplan
Websites:
Center for Self-Determination Theory
Center for Self-Determination Theory Youtube Channel
At Musical Wonders, we believe that creative music-making starts with motivated students—and that means fostering environments where all three SDT needs are met.
If you’ve used SDT ideas in your music classroom—or want help getting started—hit reply or leave a comment. We’re building a community of educators who believe that music education can be joyful, student-centred, and powerfully human.