The Effect of a Classical Music Meditation Program on Music Learning Persistence Intention: A Sequential Mediation Model of Learning Motivation, Self-Regulated Learning Ability, and Music Flow
Korean Music Education Society June 30, 2026 DOI: 10.30775/kmes.55.2.319 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Cross-sectional survey (single-group, posttest-only) Peer reviewed |
|---|---|
| Sample size | 90 |
| Population | Adult learners participating in a classical music meditation program |
| Intervention | Classical music meditation program |
| Topics | Meditation |
| Keywords | Education |
| Key findings | Program participation had significant total and direct effects on music learning persistence intention, and learning motivation, self-regulated learning ability, and music flow sequentially mediated this relationship. The authors suggest meditation-based music activities may support sustained music learning by enhancing learners' psychological resources, though the cross-sectional single-group design limits causal claims. |
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.
Comparable studies
Other cross-sectional and survey studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Construct Validity of the Five Facet Mindfulness Questionnaire in Meditating and Nonmeditating Samples Experienced meditators and nonmeditating comparison groups | 2008 | Cross-sectional study | |
| Neural Correlates of Dispositional Mindfulness During Affect Labeling Adult participants | 2007 | Observational cross-sectional | n = 27 |
| Assessing mindfulness in children and adolescents: Development and validation of the Child and Adolescent Mindfulness Measure (CAMM). School-aged children and adolescents | 2011 | Cross-sectional validation study | n = 1,413 |
| Mindfulness and self-compassion as predictors of psychological wellbeing in long-term meditators and matched nonmeditators Experienced meditators and demographically matched nonmeditators | 2012 | Cross-sectional study | n = 152 |
| Mechanisms of Action in the Inverse Relationship Between Mindfulness and Psychological Distress Undergraduates | 2008 | Cross-sectional, correlational |