ArticleScientific reports2024
Examining students' music listening willingness and engagement to foster their musical achievement and development in higher educational institutions.
Article in Scientific reports, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- The impact of family capital differences on music majors' academic achievement: an empirical analysis based on structural equation model.Frontiers in psychology · 2026Article
- Addressing gender inequalities in music theory education: a gender-responsive flipped classroom framework.Frontiers in psychology · 2026Review
- Teacher Support and Pre-Service Preschool Teachers' Piano Skill: The Chain Mediation Effects of Music Self-Efficacy and Learning Engagement.Behavioral sciences (Basel, Switzerland) · 2025Article
- Beyond school gates: the role of motivation in music learning on elementary school students' daily music listening behaviors.Frontiers in psychology · 2025Article
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2 authors.
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Abstract
Drawing upon self-determination theory, this study explores how listening music willingness (LMW) and music engagement (ME) impact musical development and achievement (MDA) via the mediating role of music aesthetic experience (MAE) and music listening behavior (MLB) among 299 university music students in Chinese higher educational institutions (HEIs). Employing structural equation modeling (SEM), the results reveal that LMW significantly influences MLB but not musical development and achievement. ME significantly affects both music aesthetic experience and MDA, with a significant correlation between MLB and MDA. Besides, the relationship between MAE and MDA is positively significant. Mediation analysis reveals that music listening behavior fully mediates the LMW-MDA relationship, while the relationship between ME and MDA is partially mediated by musical aesthetic experience. These findings offer insights for crafting music educational strategies emphasizing positive listening behavior, active engagement, and enriched aesthetic experiences to enhance effectiveness in HEIs. For policymakers particularly in China, understanding the pivotal role of MLB as a mediator between willingness and achievement suggests interventions targeting listening habits can positively influence overall MDA. Furthermore, recognizing the partial mediation by aesthetic experience in the relationship between engagement and MDA suggests programs enhancing musical aesthetic experiences could amplify the impact of music education initiatives.
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