dEjournals Home Page
Central European Journal of Educational Research
Current Archives Guides Templates Submit online Search
Register Login

Central European Journal of Educational Research

Vol. 8 No. 1 (2026): Continuity and Innovation in Educational Sciences

Research papers

Why do individuals choose a career in music? A Systematic review of socialization-, motivation-, and identity-based factors

Published:
2026-06-03
DOI Linkhttps://doi.org/10.37441/cejer/2026/8/1/17085
Authors
Judit Váradi,
Tímea Szűcs
View
PDF
Keywords
music career choice preservice music teachers musician identity teacher identity career motivation
License

Copyright (c) 2026 by the authors

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How To Cite
Selected Style: APA
Váradi, J., & Szűcs, T. (2026). Why do individuals choose a career in music? A Systematic review of socialization-, motivation-, and identity-based factors. Central European Journal of Educational Research, 8(1), 119-132. https://doi.org/10.37441/cejer/2026/8/1/17085
Abstract

The process of choosing a career in music is a complex and multifaceted phenomenon that requires the integration of motivational, socialization-based, and identity-oriented perspectives for its comprehensive understanding. The aim of the present systematic literature review is to identify and synthesize empirical studies examining music career choice, particularly within the context of professional higher music education, in relation to identity formation, the quality of motivation, and career-orientation decisions. The review includes 20 studies published between 2003 and 2025, representing considerable methodological heterogeneity as well as broad geographical and cultural diversity. Based on the thematic analysis, four overarching thematic domains were identified: (1) socialization and environmental factors, (2) motivational structures and career intentions, (3) identity development and identity conflicts, and (4) the influence of institutional and educational contexts. The findings indicate that, in music career choice, musician identity generally takes precedence over teacher identity, while extrinsic motivational factors play a significant role in decisions to pursue music teaching careers. Furthermore, early socialization experiences—particularly the influence of parents and first instrumental teachers—have a long-term impact on career orientation. The review also highlights that higher education institutions do not always consciously exploit their potential role in shaping professional identity. Effective interventions therefore require multi-level, developmentally oriented approaches, including the provision of early teaching experiences, the strengthening of mentoring practices, and the introduction of portfolio-career perspectives.

References
  1. Austin, J. R., Isbell, D. S., & Russell, J. A. (2012). A multi-institution exploration of secondary socialization and occupational identity among undergraduate music majors. Psychology of Music, 40(1), 66–83.
  2. Austin, J. R., Isbell, D. S., & Russell, J. A. (2012). A multi-institution exploration of secondary socialization and occupational identity among undergraduate music majors. Psychology of Music, 40(1), 66–83. https://doi.org/10.1177/0305735610381886
  3. Bennett, D., & Chong, E. K. M. (2018). Singaporean pre-service music teachers' identities, motivations and career intentions. International Journal of Music Education, 36(1), 108–123. https://doi.org/10.1177/0255761417703780
  4. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
  5. Dobrow, S. R., & Tosti-Kharas, J. (2012). Listen to your heart? Calling and receptivity to career advice. Journal of Career Assessment, 20(3), 264–280. https://doi.org/10.1177/1069072711434412
  6. Gaunt, H., Creech, A., Long, M., & Hallam, S. (2012). Supporting conservatoire students towards professional integration: One-to-one tuition and the potential of mentoring. Music Education Research, 14(1), 25–43. https://doi.org/10.1080/14613808.2012.657166
  7. González-Moreno, P. A. (2012). Student motivation in graduate music programmes: An examination of personal and environmental factors. Music Education Research, 14(1), 79–102. https://doi.org/10.1080/14613808.2012.657168
  8. Goopy, J. (2023). Intersections and conflicts between adolescent boys' musical possible selves, university study, and parent values. Psychology of Music, 51(2), 624–639. https://doi.org/10.1177/03057356221101651
  9. Hargreaves, D. J., & Marshall, N. A. (2003). Developing identities in music education. Music Education Research, 5(3), 263–273. https://doi.org/10.1080/1461380032000126355
  10. Henry, M. L. (2015). The musical experiences, career aspirations, and attitudes toward the music education profession of all-state musicians. Journal of Music Teacher Education, 24(2), 40–53. https://doi.org/10.1177/1057083713506998
  11. Hirschi, A. (2012). The career resources model: An integrative framework for career success. Journal of Career Assessment, 20(3), 369–383. https://doi.org/10.1177/1069072711434440
  12. Hsu, Y., & Chi, Y.-h. (2022). Academic major satisfaction and regret of students in different majors: Perspectives from self-determination theory. Psychology in the Schools, 59(11), 2287–2299. https://doi.org/10.1002/pits.22563
  13. Immerz, A., Nusseck, M., Hohagen, J., & Spahn, C. (2024). Student motivation to study music and sport – a comparison between study subjects and study programs on intrinsic and extrinsic motivational aspects. Frontiers in Psychology, 15, 1393339. https://doi.org/10.3389/fpsyg.2024.1393339
  14. Isbell, D. S. (2008). Musicians and teachers: The socialization and occupational identity of preservice music teachers. Journal of Research in Music Education, 56(2), 162–178. https://doi.org/10.1177/0022429408322853
  15. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122. https://doi.org/10.1006/jvbe.1994.1027
  16. Martin, L. D. (2016). Doctoral students in music education: Occupational identity, career intent and commitment, and confidence for teaching in higher education. Journal of Music Teacher Education, 26(1), 13–27. https://doi.org/10.1177/1057083715602123
  17. Mateos-Moreno, D. (2023). What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession. British Journal of Music Education, 40, 311–324. https://doi.org/10.1017/S0265051723000335
  18. Miksza, P., Evans, P., & McPherson, G. E. (2021). Motivation to pursue a career in music: The role of social constraints in university music programs. Psychology of Music, 49(1), 50–68. https://doi.org/10.1177/0305735619836269
  19. Moore, D. G., Burland, K., & Davidson, J. W. (2003). The social context of musical success: A developmental account. British Journal of Psychology, 94(4), 529–549. https://doi.org/10.1348/000712603322503088
  20. Parkes, K. A., & Jones, B. D. (2012). Motivational constructs influencing undergraduate students' choices to become classroom music teachers or music performers. Journal of Research in Music Education, 60(1), 101–123. https://doi.org/10.1177/0022429411435512
  21. Qin, M., & Trillo, R. T. (2025). Antecedents of preservice music teacher students' career intention to become music teachers: The roles of demographics, personality traits, and motivations. European Journal of Teacher Education, 48(4), 739–760. https://doi.org/10.1080/02619768.2023.2259077
  22. Rickels, D. A., Hoffman, E. C., & Fredrickson, W. E. (2019). A comparative analysis of influences on choosing a music teaching occupation. Journal of Research in Music Education, 67(3), 286–303. https://doi.org/10.1177/0022429419849937
  23. Riza, S. D., & Heller, D. K. (2015). Follow your heart or your head? A longitudinal study of the facilitating role of calling and ability in the pursuit of a challenging career. The Journal of Applied Psychology, 100(3), 695–712. https://doi.org/10.1037/a0038561
  24. Thornton, L. C. (2015). Important others: Music teachers' perceived roles in music teacher recruitment. Journal of Music Teacher Education, 24(3), 97–107. https://doi.org/10.1177/1057083713512836
  25. Váradi, J., Kerekes, R., Pótfi, M., & Radócz, J. M. (2024). Determining factors in the career choice of music high school students. International Journal of Educational Research Open, 6, 100321. https://doi.org/10.1016/j.ijedro.2024.100321
  26. Váradi, J., Szűcs, T., & Strenacikova, M. (2019). Persistence in tertiary music education in Hungary and Slovakia. Journal of Adult Learning, Knowledge and Innovation, 3(1), 6–11. https://doi.org/10.1556/2059.03.2019.02
  27. Yang, Y. (2022). Professional identity development of preservice music teachers: A survey study of three Chinese universities. Research Studies in Music Education, 44(2), 313–330. https://doi.org/10.1177/1321103X211020960
Most read articles by the same author(s)