From External Regulation to Musical Identity: A Self-Determination Theory Perspective on Piano Learning Persistence

Abstract

High dropout rates in piano education have long been a concern, particularly during early learning stages and adolescence. Traditional instruction often relies on rewards, examinations, or punishments to stimulate motivation; however, existing research suggests that such
externally regulated strategies may tend to support short-term compliance rather than long-term engagement. Drawing on Self-Determination
Theory (SDT) (Deci & Ryan, 1985; Ryan & Deci, 2017), this paper conducts a literature-based analysis of motivation in piano learning, synthesizing findings from music education and educational psychology. Through this review, the study explores how long-term learning persistence is supported by the internalization of motivation and identifies key components of sustained motivation, including autonomy support,
emotional experience, self-regulation, and a long-term perspective. Rather than proposing a new model, the paper integrates existing research
to articulate a conceptual understanding of how motivation develops beyond rewards and punishments and gradually forms a stable musical
identity. Implications for piano pedagogy are discussed.