ABSTRACT

This study examined the relationship between the level of program participation experience in a classical music meditation program and music learning persistence intention among adult learners. It also examined whether, in this process, learning motivation, self-regulated learning ability, and music flow function as sequential mediators. A survey was conducted with participants of the program (N = 90), and the sequential mediation effects were tested using Process Macro Model 6. The results indicated that program participation showed significant total and direct effects on music learning persistence intention, and the sequential mediation effects were also statistically significant. These findings suggest that meditation-based music activities may function as an effective educational mechanism that enhances learners’ psychological resources and supports sustained engagement in music learning. However, as this study is based on a single-group posttest-only cross-sectional design, causal interpretations are limited. These findings suggest an integrative cognitive-emotional instructional approach applicable to adult music education and highlight the possibility of sustaining music learning.

Keyword :

REFERENCES

1. Analayo, B. (2018). Satipatthana: The direct path to realization. Windhorse Publications.
2. Bodhi, B. (2012). The numerical discourses of the buddha: A translation of the aṅguttara nikāya. Wisdom Publications.
3. Chanda, M. L., & Levitin, D. J. (2013). The neurochemistry of music. Trends in Cognitive Sciences, 17(4), 179-193. https://doi.org/10.1016/j.tics.2013.02.007 [Crossref]
4. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
5. Deci, E. L., & Ryan, R. M. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020 [Crossref]
6. Gakmuk (2005). Vipassanā practice system. Early Buddhist Texts Institute.
7. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. https://doi.org/10.1177/0255761410370658 [Crossref]
8. Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Press.
9. Jeong, H. J. (2010). Music therapy. Hakjisa.
10. Juslin, P. N., & Sloboda, J. A. (2010). Handbook of music and emotion. Oxford University Press.
11. Kabat-Zinn, J. (2003). Mindfulness-based interventions in context. Clinical Psychology: Science and Practice, 10(2), 144-156. https://doi.org/10.1093/clipsy.bpg016 [Crossref]
12. Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
13. Lee, J. Y. (2026). Effects of a classical music meditation program on metacognitive awareness and empathy: A simple mediation model informed by Buddhist mindfulness theory. Frontiers in Psychology, 16, 1713818. https://doi.org/10.3389/fpsyg.2025.1713818 [Crossref]
14. Lim, M. K. (2013). Understanding music education. Hakjisa.
15. McPherson, G. E., & Zimmerman, B. J. (2011). Self-regulation of musical learning. In R. Colwell & P. Webster (Eds.), MENC Handbook of Research on Music Learning (pp. 130-175). Oxford University Press. https://doi.org/10.1093/acprof:osobl/9780199754397.003.0004 [Crossref]
16. Min, K. H. (2006). Introduction to music education. Hakjisa.
17. Tang, Y. Y., Hölzel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience, 16(4), 213-225. https://doi.org/10.1038/nrn3916 [Crossref]
18. Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2 [Crossref]
19. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909 [Crossref]