ArticlePloS one2021
Survival of musical activities. When do young people stop making music?
Article in PloS one, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it, 30 citations in OpenAlex.
- Musical development during adolescence: Perceptual skills, cognitive resources, and musical training.Annals of the New York Academy of Sciences · 2022Pooled it
- A study on the relationship between teacher feedback types, self-efficacy, and intrinsic motivation among violin learners.Frontiers in psychology · 2026Article
- Chinese adolescents' experiences of performance confidence and anxiety and the role of instrumental teacher support.Frontiers in psychology · 2026Article
- Intervention for minimizing the risk of drop-out in music school pupils-an exploratory study.Frontiers in psychology · 2026Article
- Postpandemic After-School Activities Among Youths in Australia.JAMA network open · 2025Article
- The key reasons for dropout in Slovenian music schools - a qualitative study.Frontiers in psychology · 2024Article
- Who stays? Who goes? Motivation and tendency to drop out in music schools.Frontiers in psychology · 2024Article
- Revisiting the musical reminiscence bump: insights from neurocognitive and social brain development in adolescence.Frontiers in psychology · 2024Article
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Although making music is a popular leisure activity for children and adolescents, few stay musically engaged. Previous research has focused on finding reasons for quitting musical activities, pedagogical strategies to keep students engaged with music, and motivational factors of musical training. Nonetheless, we know very little about how the proportion of musically active children changes with age and what traits influence the survival of musical engagement. This study used longitudinal data from secondary school students in the UK and Germany aged between 10 and 17 years. A survival analysis was applied to investigate the trajectories of musical activities across this age span. Other factors like type of learned instrument, gender, personality and intelligence were taken into account for further analyses using generalized linear models. Results indicate that about 50% of all students drop out of music lessons and other musical activities by the time they turn 17 years old, with most students quitting between the ages of 15 and 17. Musical home environment is an important factor that is associated with lower drop out rates while conscientiousness and theory of musicality showed smaller significant associations.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.