Motivation plays a crucial role in children’s musical learning, fostering sustained interest, perseverance and resilience in the face of challenges and setbacks (Schmidt et al., 2006; Smith, 2011). This study provides an investigation of the determinants of Chinese children’s motivation to learn music. It explores a range of influencing factors, beginning with internal determinants, including age, gender, expertise level and personality traits, and extending to external determinants within the learning environment. Building on existing literature, the study offers new insights for families, educators, and policymakers seeking to enhance children’s long-term musical engagement.
A mixed-methods approach was employed. Quantitative data were collected through a questionnaire that captured participants’ demographic characteristics, expertise level, personality traits and musical motivation. A total of 464 children completed the survey. The findings revealed that age, gender and personality traits significantly influence both musical motivation and expertise level. Older children demonstrated higher motivation levels, and girls were found to be more motivated than boys. Gender differences also emerged across personality traits: girls scored higher in conscientiousness and neuroticism, whereas boys scored higher in extraversion, openness, and agreeableness. Moreover, the relationship between personality and musical motivation was moderated by gender, with extraversion, conscientiousness, openness, and neuroticism emerging as the strongest predictors of motivation.
Qualitative data were gathered from open-ended questionnaire responses and semi-structured interviews with 13 participants (five children, five parents, and three teachers). Using a combination of interpretative phenomenological analysis and thematic analysis, six environmental influencing factors were identified: the national college entrance examination, school music education, private tutoring, graded music examinations, music teachers, and parents. Drawing on these findings and Yan’s (2017) framework, a new perspective on Chinese music education is proposed, comprising four interrelated learning environments: governmental, school, familial, and a wider learning environment, which is consistent with Bronfenbrenner’s ecological theory (1977). Together, these environments were found to coexist and interact dynamically, collectively shaping children’s musical motivation.
By integrating quantitative and qualitative findings, this research advances understanding of the complex interplay between internal and external determinants of musical motivation in China. It concludes by offering practical recommendations for policymakers, educators, and families on how to cultivate supportive, inclusive and motivating learning environments for children’s musical development.
