Can early and adolescent (in)formal music training and parents enable multi-creative achievement across life periods?

Creative self-regulation skills have been previously positively linked to creative achievement across different domains (e.g. art and everyday activities). However, it remains unknown whether instrumental music training could enable musicians to be creative in other domains through the acquisition of creative self-regulation skills. Previous research suggests that sustained, progressively challenging instrumental practice enhances self-regulation skills, while parental emotional support further stimulates self-regulated practice. To address this gap, we aim to examine how creative self‐regulation skills acquired through (in)formal instrumental music training during childhood and adolescence could transfer to other creative domains throughout life, and how parental psychological support and positive relationships further influence this process. Professional adult instrumental musicians (n=29) (resident in the Netherlands) with different music education backgrounds (formal and informal) and creative hobbies were recruited to participate in semi-structured online interviews. Thematic analysis will be used to analyse participant’s data. Our findings will shed a light on how different types of instrumental music learners use distinct phases of creative self-regulation (forethought, performance and self-regulation) for musical and non-musical activities. Furthermore, our findings might reveal how different types of parental psychological support and relationships affect each phase within and beyond the music domain, contributing to a multi-creative school curriculum.