The Influence of Music Teachers' Evaluative Language on Students' Learning Motivation

Abstract

The evaluative language used by music teachers is a crucial factor influencing students' learning motivation. This study examines how different types of evaluative language (positive encouragement, negative criticism, and neutral instruction) affect students' intrinsic motivation, self-confidence, and long-term learning behaviors. The findings indicate that specific, growth-oriented feedback can effectively enhance students' self-efficacy, while vague or discouraging evaluations may reduce their willingness to practice. Additionally, students' age, personality, and musical proficiency influence the effectiveness of evaluations, necessitating flexible adjustments in teachers' language strategies. Based on this analysis, the study proposes optimization suggestions, such as the "sandwich feedback method" and personalized evaluation models, providing practical guidance for music educators. Future research could further explore differences in evaluative language across various music teaching contexts.