Abstract
Understanding the key determinants of lifelong music learning intentions (LMLI) is critical for promoting sustainable music education and long-term learner engagement. Grounded in the theory of planned behavior (TPB) and extended with additional psychosocial constructs, this study examined the effects of past behavior and parenting styles (authoritative and authoritarian) on students’ intentions to pursue lifelong music learning, mediated by cognitive factors including attitude, subjective norm, and perceived behavioral control. A cross-sectional survey was conducted between October 2024 and January 2025 among 617 university students from three government-funded universities located in Fujian Province, China. The sample was selected using convenience sampling. Data were analyzed using partial least squares structural equation modeling. According to the results, total effects analyses indicated that past behavior had the largest effect on LMLI, primarily through its influence on cognitive mediators. Next are subjective norm, perceived behavioral control, and attitude. Although neither authoritative nor authoritarian parenting styles had a direct effect on willingness, both showed significant indirect effects through cognitive factors. These findings provide empirical support for the expanded TPB model and highlight the importance of early musical experiences and family socialization processes in shaping college students’ long-term engagement in music learning. The results provide practical insights for educators and policymakers seeking to develop targeted interventions, such as music programs that foster early engagement and family-based support structures, to enhance students’ lifelong engagement in music education.
Keywords
Get full access to this article
View all access options for this article.
