Date of Award

May 2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Music

First Advisor

Whitney Mayo

Abstract

Adult participation in piano study has increased in recent years; however, relatively little research has examined how adult learners initiate and sustain long-term engagement. This qualitative study explored the process through which adult piano students develop and maintain motivation over time and how sustained piano study becomes integrated into their everyday lives. Data was collected through semi-structured interviews with five adult piano students in the Republic of Korea and analyzed using thematic analysis to identify recurring patterns in their experiences. The findings revealed that initial motivation was shaped by childhood musical memories, the search for a personal sanctuary, and the perceived accessibility of the piano as an approachable form of musical engagement. Sustained motivation was driven by a sense of accomplishment, the fear of skill attrition, and social relationships that reinforced continued involvement. Furthermore, the impact on participants’ lives was reflected in shifts in personal priorities, the cultivation of a sense of purpose, and emotional recovery from professional stressors. The study demonstrated that adult piano students’ motivation is dynamic and closely connected to the broader contexts of their lives. Ultimately, piano study was maintained as a meaningful practice that fosters continuity, purpose, and well-being. This research contributes to the field of adult music education by illuminating the motivational processes underlying long-term engagement in piano study and offers practical implications for piano instructors working with adult students. Keywords: Adult piano pedagogy, Learning motivation, Lifelong learning, Persistence in learning, Self-determination theory

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