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.

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