From dropping out to dropping in: Exploring why individuals cease participation in musical activities and the support needed to reengage them

Amanda E. Krause, Melissa L. Kirby, Samantha Dieckmann, Jane W. Davidson
2019 Psychology of Aesthetics, Creativity, and the Arts  
This is an accepted manuscript (pre-print version) of an article published in Psychology of Aesthetics, Creativity, and the Arts online on 24 June 2019, available online at: https://psycnet.apa.org/doiLanding?doi=10.1037%2Faca0000268. Abstract Continued participation in music has been associated with well-being outcomes, yet many either fail to begin or cease musical participation after limited exposure. The current research examined why individuals cease participating, focusing on identifying
more » ... ing on identifying barriers to participation and the support needed to re-engage in musical activities. A sample of 190 Australian residents (Mage = 26.87; 75.80% female) who had ceased previous musical participation completed an online questionnaire in which they rated the degree to which 15 items reflected their reasons for ceasing musical participation and answered an open-ended question regarding their requirements for re-engagement. An exploratory factor analysis of the quantitative responses identified four components relating to cessation: "Access and Opportunity," "Activity Experience," "Obligations," and "Difficulty with Practicing." A Grounded Theory analysis concerning the support required for re-engagement indicated four key themes: "Personal Investment," "Requirements of the Musical Activity," "Personal Qualities," and "No Interest in Re-Engagement." Collectively, these results provide an indepth understanding of factors external to music itself as influences on continued musical participation. With implications for facilitators and educators, these results suggest a need for collaboration and interaction between music facilitators and participants.
doi:10.1037/aca0000268 fatcat:v4l4bluvsve43lgt4l6glpr5cu