Statement of the problem. In the context of higher musical education, training pianists for chamber ensemble performance presents specific motivational challenges. In contrast to solo performance, ensemble playing requires continuous adaptation, interpersonal coordination and emotional flexibility. The transition from individua-listic to collective artistic responsibility often leads to psychological resistance, including performance anxiety, communication barriers and reduced engagement. Objectives, methods and novelty of the research. The purpose of the study is to identify and systematize effective motivational strategies that support the artistic, emotional, and interpersonal development of pianists in the process of training for chamber ensemble performance. The research is based on an interdisciplinary methodology that integrates analysis of scientific literature, comparative review of international pedagogical practices, observation of ensemble rehearsals, and elements of pedagogical experimentation The theoretical foundation includes self determination theory, neurobiological approach to motivation, and position of reflective pedagogy. The scientific novelty lies in the synthesis of psychological, neurobiological, and pedagogical approaches into a unified model, tailored to the motivational specifics of ensemble training. The study provides a structured account of the motivational difficulties pianists face in ensemble settings and proposes individualized pedagogical solutions aimed at enhancing intrinsic motivation and psychological adaptability. Research results. Key motivational barriers include individualism rooted in solo training, insufficient empathy and communication skills, and increased performance anxiety. The article presents targeted strategies to overcome these challenges: fostering reflective practice, encouraging project-based learning, supporting autonomy and competence, and creating an emotionally safe ensemble climate. Neurochemical evidence is provided to demonstrate how supportive environments enhance the release of dopamine and oxytocin, thereby enhancing positive learning experiences. Conclusion. Motivation in ensemble training is a multifaceted process influenced by psychological, social and neurophysiological factors. The study concludes that sustained artistic motivation requires an individualized approach, taking into account the emotional and psychophysiological characteristics of the learner. Further research should focus on the development of flexible, integrative models for motivational support in ensemble education.
Oleksii Volyk (Tue,) studied this question.