Research exploring learning outcomes in instrumental music has tended to focus on attainment ignoring other outcomes including long-term commitment to engage with music. This research addresses this issue. One hundred and sixty-three instrumental music students completed a questionnaire which sought information about their practising strategies, attitudes towards learning and performing, the level of support they received, their level of attainment, time spent practising and time learning. Their teachers were also asked to rate them on a range of musical and motivational factors. The students were aged from 7–17 with standards on graded instrumental examinations ranging from preliminary to Grade 8. A series of multiple regression analyses revealed that the level of expertise attained was best predicted by various measures of time spent learning while there were no statistically significant predictors of the quality of learning outcomes as assessed by the mark awarded in the most recent graded examination. Future aspirations in relation to music were predicted by a range of variables relating to enjoyment of musical activities, attitudes towards playing an instrument and the perceived value of music, musical self-beliefs and practising strategies.
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