Increasing Students' Intrinsic Motivation to Learn Music: The Teacher's Voice in Cello Ensembles

Abstract

This study uses interpretive phenomenological analysis (IPA) to explore the specific ways in which cello teachers can improve students' intrinsic motivation through strategies such as personalized teaching and positive feedback. The main goal of the study is to identify the strategies used by teachers in the teaching process, specifically in ensemble teaching, to enhance students' intrinsic motivation by meeting their psychological needs (autonomy, sense of competence, and sense of relatedness). Through semi-structured interviews, the study found that personalized teaching, interest-oriented content selection, positive feedback, and providing performance opportunities can significantly improve students' autonomy and enthusiasm for learning. The research results provide practical teaching strategies for cello teachers, and also provide directions for future research on the relationship between motivation and learning effectiveness.