Is music training linked to self-regulation and other creative achievements and what is the role of family in these relationships?

Previous research suggests that music training relates positively to executive functions that are considered domain-general cognitive skills – far transfer effects – and to creative achievements in domains other than music. However, it remains unclear whether music training can offer self-regulation skills (the mother component of executive functions) beyond playing songs. In addition, findings from music psychology suggest that the family plays a significant role in the development of musical motivation of young music learners. The present research will examine whether psychological support by the family moderates the relationship between music training, self-regulation skills, and creative achievement in domains other than music. To explore these relationships, a survey study will be conducted, aiming at recruiting 400 adult music learners who reside in the Netherlands and have at least one year of instrumental experience. The far transfer effect will be measured by the Creative Activities and Achievements Questionnaire (Diedrich et al., 2018). Self-regulation will be measured by the Creative Self-Regulation Questionnaire (Zielińska et al., 2022). Family’s psychological support will be measured by three scales that refer to the general relationships between music learners and their parents (or other guardians) and the communication and emotional support they receive from their parents. It is expected that self-regulation will fully and positively mediate the relationship between music training and creative achievement. The level of parental support will indicate how strong and positive will be the mediating effect on music learners’ self-regulation skills and their ability to transfer them to other domains.