The interplay of flow, self-efficacy, learning motivation, and learning outcomes in music education: A comprehensive analysis of multidimensional interactions

Abstract

This study innovatively investigates the interplay among flow, self-efficacy, learning motivation, and learning outcomes in music education, shedding light on the mediating and moderating mechanisms underlying these relationships. Employing Structural Equation Modeling (SEM), it analyzes data from 241 music students in the Guangdong region to empirically test the research hypotheses. The results reveal that flow not only directly predicts learning outcomes (β = 0.411) but also indirectly influences them through the serial mediation of self-efficacy and learning motivation (β = 0.026). Moreover, this study uncovers the crucial moderating role of prior experience, showing that the relationships between flow, self-efficacy, and learning outcomes are stronger for students with higher levels of prior experience. These findings not only advance the understanding of flow theory but also provide insights into how to create flow-conducive environments in music education and offer practical implications for designing differentiated teaching strategies based on students' prior experience levels.

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