The Influence of Parents, Peers, and Teachers on the Participation in Music Societies of Non-music Majors College Students in Sichuan, China:Mediated by Basic Psychological Needs

Abstract

Music, as a lifelong activity, has been widely studied for its ability to enhance self-confidence, quality of life and well-being, as well as for its ability to help people escape from or relieve stress, its ability to promote moral and emotional development, its ability to maintain mental health, and its benefits for social interaction and cognitive development. Therefore, the purpose of this study was to explore the linkage between social support and participation in music societies among non-music majors in Sichuan Province, China. This study utilized a cross-sectional survey design, and non-music majors college students (N=499) participated in a researcher-designed online survey. Including parental support (PaS), peer support (PeS), teacher support (TS), Basic psychological needs (BPN), and Music societies participation(MSP) . The following conclusions were drawn: parental support and teacher support have no direct effect on music societies participation of non-music majors, but play an important role in basic psychological needs; peer support is negatively correlated with current participation but does not determine individual participation decisions; basic psychological need satisfaction further motivates students' participation; and basic psychological needs form a complete mediator between parental support, peer support and music society Participation. These factors interacted to profoundly influence students' willingness and behavior to participate in music societies, informing music educators' strategies to help promote music as a lifelong activity among non-music majors.