This study attempted to identify some of the factors and influences that may predict continued participation in choral music for high school students. Earlier researches have discovered home and family support can make a difference in student interests and choices. This survey confirmed that more students continued to participate in school choral music whose parents were also involved in music and who came from homes where music was relatively important. (Adderly, Kennedy, & Berz, 2003; Bowles, 1991)
While some have found that musical skill was not related to attitudes toward or participation in school music (Mizener, 1993; Pognowski, 1985), others were able to relate music self-concept to successful participation (Austin, 1990; Haygood, 1994; National Center for Educational Statistics, 1999). In this study, most choir participants (63.6%) have been told they are good musicians, while only 22.3% of non-participants received that message from others. Positive feedback evidently contributed to musical self-concept and continued participation in school music. Are there ways that some of the non-participants could have been made to feel more successful in their musical pursuits and activities? Could prior musical experiences have been designed or structured to maximize student success and minimize student frustration?