Lack of Emotional Experience, Resistance to Innovation, and Dissatisfied Musicians Influence on Music Unattractive Education.

Music education is frequently growing around the globe and needs emotional attachments and adoption innovation for the attractive music education that needs researcher's emphasis. Thus, the current article investigates the impact of lack of emotional experience and resistance to innovation on unattractive music education in China. The current research also investigates the mediating impact of dissatisfied musicians among the association of lack of emotional experience, resistance to innovation, and unattractive music education in China. The study has used the primary data collected using questionnaires. The current article examines the validity and reliability using the measurement assessment model and also tests the hypotheses using the structural assessment model with the help of smart-PLS. The results indicated that the lack of emotional experience and resistance to innovation has a positive and significant impact on unattractive music education in China. The findings also revealed that dissatisfied musicians significantly mediate among lack of emotional experience, resistance to innovation, and unattractive music education in China. This article helps policymakers establish policies about making music education attractive for musicians by adopting innovation.

Introduction

Music education is performed in special music education schools or academies, during particular classes at general elementary, high, and higher secondary education institutions. Music education has a great significance to a country from an economic, social, and political perspective. Effective music education, like other fields of education, create jobs, earnings for the government, and growth in other economic sectors, which provide resources for music education (Trollinger, 2021). Programs like music education could be useful to the growth and development of a country. Music education can indulge many dynamic capabilities in the students and provide human resources not only for the music industry music education industry but also for the many other economic and social fields. For instance, music education teaches the students how to learn language capability by enhancing their vocabulary, reading comprehension skills, and ability to learn words from other languages and speak them accurately. This ability encourages national and international trade. Music education improves the learners’ memory and develops confidence (Chien et al., 2021a; Hasanova, 2021).

The attractive music education prepares the students for many future careers other than in music fields. It develops confidence through hand-eye coordination and stamina for study by exposing the students to a rigorous course of study, develops teamwork abilities, prepares them for mental processing, and develops problem-solving skills and recreation. The development of these capabilities prepares efficient human resources for the economy, which leads it toward sustainable growth (Daubney and Fautley, 2020). On the other hand, unattractive music education cannot survive for long and cannot be effective in performing its functions. There are some factors like lack of emotional experience and resistance to innovation that can make music education unattractive, for they shatter the students’ level of satisfaction (Chien et al., 2021b; Shermatova, 2021). The current study examines the influences of lack of emotional experience and resistance to innovation on dissatisfied musicians and music unattractive education in the Chinese music education industry.

China provides a fast emerging market for music education as, in 2016, the music education market used to earn 75.7 billion RMB. The major factors which provide support to music education within China are Government assistance, the country’s rising economy, and the upgrading of citizens’ spending. The significance of music certifications to the country’s families cannot be neglected as well (Yang et al., 2021). The education of musical instruments has considerable significance in the Chinese music education industry. China has increasingly come under the influence of western culture since the late 1990s, and consequently, western musical instruments currently cover more than 59 per cent of the music education market in China. This is also consistent with the fact that western musical instruments like the piano, ukulele, and guitar are three out of the top four musical instruments in this industry (Spruce et al., 2021) Passing the tests for music certification is a major motivator for Chinese parents to encourage their children to learn how to play musical instruments. The analysis of the industry clears the fact that training for graded assessments accounts for more than 90 percent of market output (Chien et al., 2021c; Ho, 2021).

Despite the fact that most Chinese parents do not encourage their children to apply to art schools, they do wish that they may learn some artistic abilities, such as playing musical instruments. The certification of the grading exam is proof of their children’s accomplishment as well as a test of the teacher’s skills and abilities (Billig et al., 2022). High-level certification can also be used as a stepping stone to a better educational institution. Students having music instrument certification may receive bonus points in order to compete. Universities provide a separate channel for these pupils with high-level creative skills in the college admission exams. People with the certification and skill can work in music education in the long run (Henqyuan and Koehn, 2021). When looking at the annual expenditure of urban families by category, it is clear that Chinese individuals are spending more on cultural and recreational services and equipment or services required for musical education. In 2010, the value reached 832 billion RMB, and by 2020, it had reached 3.54 trillion RMB. According to this data, people are willing to pay more for entertainment linked to music. In conjunction with the consumption upgrade, there is a trend among Chinese consumers to purchase higher-end goods (Tang and Chen, 2022).

The Chinese music education industry is a great source of earnings for the general people and government. Though the music education industry is making rapid progress in China, still many music education institutions are showing weak performance (Zheng and Leung, 2021). For this, the present study aims to explore the impacts of lack of emotional experience and resistance to innovation on music unattractive education. One of the study objectives is to examine the mediating role of dissatisfied musicians in the middle of lack of emotional experience, resistance to innovation, and music unattractive education. The study makes a lot of contributions to literature. (1) In the existing literature, many articles are found to have investigated the impacts of lack of emotional experience and resistance to innovation on music unattractive education. But, the relationship between lack of emotional experience and resistance to innovation in unattractive music education has not been collectively studied. So, the present study makes a distinction in the literature. (2) The direct relation of dissatisfied musicians to unattractive music education has been discussed in prior research, but very few studies have thrown light on the mediating influences of dissatisfied musicians between lack of emotional experience, resistance to innovation, and music unattractive education. (3) The Chinese music education industry is making rapid progress and is a great source of employment and earnings for the countrymen, but it is the initial attempt to explore the influences of lack of emotional experience and resistance to innovation on dissatisfied musicians and music unattractive education in the context of Chinese music education industry.

The paper is divided as follows: the second portion presents a review of the available literature regarding the influences of lack of emotional experience and resistance to innovation on dissatisfied musicians and music unattractive education. The third section contains the model formulation, data sources, and methodology employed in the study. The findings are presented and discussed in the fourth part. Then, the study implications are described. Finally, the conclusion and future recommendations are summarized in the concluding section.

Literature Review

Music education is a practical field where the children are taught and trained to be professional musicians or singers who can themselves be music tutors in future. The running of music education programs at academies, schools, or universities is much more beneficial to an economy in a country (Toscher and Morris Bjørnø, 2019). Music education, directly and indirectly, contributes to the country’s growth and development, as they raise earnings and job opportunities, progress in other related economic field, and prepare better human capital for the country. The music education effectiveness is dependent on its attractiveness. It is the attractiveness of music education that determines its growth within the country and makes it sustainable by producing more education tutors (Li, 2019). But music education attractiveness is affected by many factors such as emotional experience and resistance to innovation, and dissatisfied musicians cause unattractive music education. The relationship between emotional experience, resistance to innovation, dissatisfied musicians, and unattractive music education has a dominant place in the literature. In the following, the present literature reviews the literature on the relationship between emotional experience and resistance to innovation, dissatisfied musicians, and music unattractive education in order to establish hypotheses.

Through literary research, Peters et al. (2021) investigate the association between the lack of emotional experience and music unattractive education. The study reveals that in the music industry, the emotions of both the students and tutors matter a lot. These emotions are formed out of some previous emotional experiences, personal experiences, or experiences related to the student musician. The tutors who are emotionally attached to music take an interest in their profession and adopt the most effective teaching processes, and thus, they provide the most attractive music education. If the tutors lack emotional experience, they do not have an emotional commitment to their profession and fail to develop effectiveness and attractiveness in their music education. The study of Kaleńska-Rodzaj (2020) posits that students’ thoughts, urges, decisions, and behaviors are influenced by their emotions and moods. Students must be emotionally committed to music or singing in music education programs due to cultural obligations, family expectations, and, most importantly, their own personal desire. Students who have no emotional connection with music or singing do not have an emotional tie to music and, therefore, do not have much interest in music instruction. Through empirical research, Friedman and Ormiston (2022) investigates the lack of emotional experience in the students and their impacts on unattractive music education. The study implies that in music education, the students’ emotions determine their performance in the music classrooms and their perceptions regarding teaching and training effectiveness. When the students have emotional relation to the music, they find the music education attractive and learn effectively. At the same time, the lack of emotional experience on the part of the students keeps them unattached to the music and leaves the music education unattractive. Varner (2020) states that when music learners do not have the emotional experience with the music, they are unable to induce themselves to learn the music skills like language expertise, sharpness of memory, problem-solving skills, and confidence to perform before a large audience. Based on the above discussions, we may present the following hypothesis,

H1: The lack of emotional experience has a positive association with unattractive music education.

The study conducted by Johnson and Merrick (2020) investigated resistance to innovation and its role in unattractive music education by analyzing the regular Zoom cohort chats’ role in enabling music students’ wellbeing during the COVID-19 crisis. This study has ignored the emotional experience and also ignored the mediating role of dissatisfied musicians. The data were gathered through self-study under five key elements like inquiry via critical collaboration; personal conducted inquiry; improvement of learning; systematic research process; and knowledge acquisition and presentation. The results findings show that in the COVID-19 crisis, when regular music classes are banned, the music education schools or academies, which apply innovative processes like the regular Zoom cohort chats to deliver music lectures regularly, provide attractive music education. Whereas, in the academies or schools where there is resistance to innovation adoption, the students become unable to complete their music curriculum and learn practically. So, the resistance to innovation makes the institutions provide unattractive music education. The study presented Lawluvy et al. (2022) identifies the relationship between resistance to innovation and music unattractive education by analyzing the use of technology in music education. The data were collected from the music education system in North Cyprus through a research survey of students and music teachers. The study implies that the use of technological musical instruments and other related infrastructure during music theory and training classes enables the tutors to maintain up-to-date music awareness and effectively teach music and its particulars to students without any break. So, if there is resistance to innovation, there is a lack of up-to-date music awareness and music teaching effectiveness. Hence, music education is unattractive. In a literary article, Lian and chang Pan, (2022) examines the resistance to innovation role in unattractive music education. This study posits that the lack of innovation adoption reduces the music education attractiveness because of the lack of continuity in music education. The above literary arguments present the following hypothesis,

H2: The resistance to innovation has a positive association with unattractive music education.

In an empirical study, Lage-Gómez and Cremades-Andreu (2019) wrote about the association between the lack of emotional experience, dissatisfied musicians, and unattractive music education. The study reveals that the satisfaction level of a person is dependent on the feelings and thinking of the person that is determined by emotions. In the music education industry, it is the emotional experience of the student musicians which determines their feelings and thinking while they are taking music classes and the sense of satisfaction toward the music education that they are gaining. The lack of emotional experience with musicians causes a sense of restlessness and negative perceptions toward the curriculum and ways of teaching. The resultant dissatisfaction on the part of musicians shows that music education is unattractive. The study of Sutherland and Southcott (2021) examines the impacts of the lack of emotional experience on dissatisfied musicians and unattractive music education. The study posits that the attractiveness of music education is determined by the satisfaction of the student musicians, and satisfaction is the product of emotions. Students are less dedicated to music classes and course music when they do not have an emotional experience. Despite the best efforts of the management and music teachers, they are unable to be pleased with the education provided by the institutions due to their lack of emotional experience. The absence of student satisfaction decreases the appeal of music education to the musician who attends music lessons. Grekow (2018), explains that in instrumental music education, the emotions of the persons who are taught and trained matter a lot to their satisfaction toward the training for utilizing different musical instruments and further determines the attractive music education. The musicians who do not have enough emotional experience are mostly found dissatisfied with education about the musical instruments, and their dissatisfaction results in music unattractive education. That is why it can be hypothesized,

H3: The dissatisfied musician plays a mediating role between the lack of emotional experience and music unattractive education.

Empirical research, Clements (2018) throws light on resistance to innovation, dissatisfied musicians, and unattractive music education and finds their relationship but ignored the mediating role of dissatisfied musicians. The study implies that the innovative means of teaching music (the notes, lyrics, or playing the musical instrument) to the student musicians provide the students with the sense of satisfaction that they are on the right way to gaining education and training in the particular genre or style of music. On the other hand, the lack of innovation snatches the musicians’ satisfaction. When the student musicians are unsatisfied, they have no particular interest in classes, and the music education is totally unattractive for them. So, the dissatisfied musicians mediate the resistance to innovation and music unattractive education. The study of Brook et al. (2020) identifies the relationship between resistance to innovation, dissatisfied musicians, and unattractive music education. They are of the view that when students are not taught through innovative musical instruments, are not trained in various types of innovative musical genres or styles, and are not placed in a novel performance environment; they do not feel at ease while receiving music education and do not have peace of mind about their performance on the practical stage of competition based on innovation foundations. The unhappiness of musicians receiving musical education and training demonstrates that the musical education provided by institutions is highly unappealing. The study of Mawusi et al. (2020) also investigates the association light on resistance to innovation, dissatisfied musicians, and unattractive music education. The study proclaims that due to the lack of innovative means of information and communication like search engines and social media, there is an inconsistent communication network between the tutors or trainers and musician students. The lack of communication and information keeps the students unaware of many facts about the music or songs they are going to learn. This unawareness creates dissatisfaction in the students and causes music education quite unattractive. On the basis of the above discussion, we can say,

H4: The dissatisfied musician plays a mediating role between the resistance to innovation and music unattractive education.

Research Methods

The article investigates the impact of lack of emotional experience and resistance to innovation on unattractive music education and also investigates the mediating impact of dissatisfied musicians among the association of lack of emotional experience, resistance to innovation, and unattractive music education in China. The lack of emotional experience and resistance to innovation has been used as the predictors, while dissatisfied musicians have been used as the mediating variable, and unattractive music education has been taken as a predictive variable in the study. These variables are mentioned in the framework in Figure 1.

Figure 1

Research model.

The study has used the primary data collected using questionnaires. These questionnaires are adopted from past studies such as lack of emotional experience (LEE) has six items taken from the survey of Çaglar (2021). These items are mentioned in Table 1.

Table 1

Lack emotional experience scale.

Items	Statements	Sources
LEE1	“I am not satisfied with this institution.”	Çaglar, 2021
LEE2	“I do not recommend to anyone to join this institution.”
LEE3	“Institution not proved the said facilities to the students.”
LEE4	“The lack of experienced faculty in the institution.”
LEE5	“I am not interested in my education due to my institution.”
LEE6	“I feel uncomfortable during the study in my institution.”

In addition, resistance to innovation (RTI) has eight items extracted from Hosseini et al. (2016). These items are given in Table 2.

Table 2

Resistance to innovation items.

Items	Statements	Sources
RTI1	“I will wait to adopt new technology until it proves beneficial.”	Hosseini et al., 2016
RTI2	“I need to clarify some queries and justify the reasons to adopt new technology.”
RTI3	“I am waiting for the right time and required capability to adopt new technology.”
RTI4	“I fear wasting my time using new technology.”
RTI5	“I need to get a solution for some of my complaints and objections before I adopt new technology.”
RTI6	“I fear certain changes in the organization may impose on me.”
RTI7	“Innovation is not for me.”
RTI8	“It is unlikely that I will adopt innovation in future.”

Moreover, dissatisfied musician (DSM) has been taken as the mediating variable that has seven items taken from Afthanorhan et al. (2019). These items are mentioned in Table 3.

Table 3

Dissatisfied musician scale.

Items	Statements	Sources
DSM1	“I am not satisfied with the quality of service provided by my institution.”	Afthanorhan et al., 2019
DSM2	“I am not satisfied with the collection provided by the institution.”
DSM3	“I am not satisfied with the facilities provided by the institution.”
DSM4	“I am not satisfied with the environment provided by the institution.”
DSM5	“I will not recommend my friends to make full use of this institution.”
DSM6	“I will continue using this institution.”
DSM7	“In general, I am not satisfied with this institution.”

Moreover, music unattractive education (MUE) has been taken as the independent variable that has five items taken from Jääskeläinen et al. (2022). These items are mentioned in Table 4.

Table 4

Music unattractive education scale.

Items	Statements	Sources
MUE1	“I am not engaged with the education provided by the institution.”	Jääskeläinen et al., 2022
MUE2	“I am not satisfied with the education provided by my institution.”
MUE3	“I am not interested in the education provided by the institution.”
MUE4	“I am not motivated to gain this education in the same institution.”
MUE5	“The education is unattractive for me that I gain from this institution.”

These surveys have closed-ended questions consisting of a five-point Likert scale from one for strongly disagree to five for strongly agree. The students of music learning institutions are the respondents and distributed the questionnaires using simple random sampling. A personal visit was made to each institution to distribute the surveys. A total of 585 surveys were forwarded, but only 290, representing around 49.57 per cent rate of response. The current article also examines the validity and reliability using the measurement assessment model and also tests the hypotheses using the structural assessment model with the help of smart-PLS. The smart-PLS is the commonly and effectively used tool for primary data analysis. It estimates effectively large sample sizes and complex models (Hair et al., 2021). Most of the studies has used the smart-PLS for assessment of measurement and structural models such as Hooi et al. (2018), Yeşil and Doğan (2019), and Iqbal et al. (2021).

Research Findings

The results show the content validity, and the factor loadings were used, and the figures highlighted that the content validity is valid because the values are bigger than 0.50. In addition, the results also show the reliability and the Alpha and CR were used, and the figures highlighted that the reliability is significant because the values are bigger than 0.70. Finally, the results show the convergent validity, and the AVE was used, and the figures highlighted that the convergent validity is valid because the values are bigger than 0.50. Table 5 shows the results of reliability, content, and convergent validity.

Table 5

Convergent validity.

Constructs	Items	Loadings	Alpha	CR	AVE
Dissatisfied Musicians	DSM1	0.821	0.894	0.919	0.653
	DSM3	0.783
	DSM4	0.868
	DSM5	0.836
	DSM6	0.779
	DSM7	0.758
Lack of Emotional Experience	LEE1	0.909	0.971	0.976	0.873
	LEE2	0.962
	LEE3	0.903
	LEE4	0.952
	LEE5	0.920
	LEE6	0.959
Music Unattractive Education	MUE1	0.776	0.902	0.927	0.719
	MUE2	0.884
	MUE3	0.834
	MUE4	0.880
	MUE5	0.862
Resistance to Innovation	RTI1	0.820	0.930	0.943	0.677
	RTI2	0.592
	RTI3	0.860
	RTI4	0.854
	RTI5	0.828
	RTI6	0.872
	RTI7	0.864
	RTI8	0.855

The results show the discriminant validity, and the Heterotrait Monotrait (HTMT) ratio was used, and the figures highlighted that the discriminant validity is valid because the values are not bigger than 0.90. Table 6 shows the results of discriminant validity using the HTMT ratio.

Table 6

Discriminant validity.

	DSM	LEE	MUE	RTI
DSM
LEE	0.494
MUE	0.481	0.416
RTI	0.490	0.447	0.426

The results indicated that the lack of emotional experience and resistance to innovation has a positive and significant impact on unattractive music education in China and accepts H1 and H2. The findings also revealed that dissatisfied musicians significantly mediate between lack of emotional experience, resistance to innovation, and unattractive music education in China and accept H3 and H4. Table 7 shows the direct and indirect linkage among the variables.

Table 7

Path analysis.

Relationships	Beta	SD	T-statistics	P-value
DSM→MUE	0.268	0.073	3.647	0.000
LEE→DSM	0.334	0.070	4.768	0.000
LEE→MUE	0.186	0.073	2.552	0.006
RTI→DSM	0.308	0.074	4.157	0.000
RTI→MUE	0.192	0.070	2.752	0.004
RTI→DSM→MUE	0.082	0.032	2.544	0.006
LEE→DSM→MUE	0.089	0.032	2.827	0.003

Discussion

The results indicated that the lack of emotional experience has a positive association with unattractive music education. These results are supported by Akkermans et al. (2019), who argue about the emotional experience among the junior players or students who are getting music education. The study posits that the emotions and feelings of students affect their thinking, urge, decisions, and actions. In music education classes, the students must be emotionally attached to music or singing out of their cultural requirements, family expectations, and, most significant, their own internal desire. When the students lack emotional experience with music or singing, they do not have an emotional attachment to music, and therefore, they are not attracted to music education. These results are also in line with Cook et al. (2019), which shows that music education schools or academies, where the student’s emotions are aroused toward the music, the teaching of the music skills, the knowledge about the essentials of music, and the performance steps become attractive to them. Quite the opposite, if the students lack the emotional experience with the music, the music education becomes quite unattractive to them. Figure 2 shows the Measurement model assessment, and Figure 3 shows the Structural model assessment.

Figure 2

Measurement model assessment.

Figure 3

Structural model assessment.

The results indicated that the resistance to innovation has a positive association with unattractive music education. These results are in line with Angel-Alvarado (2020), which examines the innovation role in music education. This study posits that, like in other social and economic fields, in music education, innovation plays a key role. When music schools or academy analyzes do not keep on changing their instruments applied, ways of producing music, processes to teach musicians, training processes, and student performance evaluation in learning music, the students cannot learn music in a better way, and the music education becomes unattractive to them. Hence, the resistance to innovation causes music unattractive in education. These results are also supported by Saputra (2021), which states that musicians’ performance is determined by their comparison to other musicians, and it is the comparability of music produced with the music requirements of the contemporary era which conveys that innovation in music must be made gradually. When there is resistance to the innovation, the students feel that they cannot compete against the rival musicians, and the music innovation loses its attraction.

The results indicated that the dissatisfied musician plays a mediating role between the lack of emotional experience and music unattractive education. These results are supported by Perkins et al. (2020), which states that the education of music or singing is linked to the emotions of the students who are taking music classes as these emotions in students determine their sense of satisfaction. When the students have never gone through any emotional experience related to the music, the teaching of music does not have much influence on their emotions and thoughts and does not arouse a sense of satisfaction among them. As a result, the musicians remain unsatisfied with the music education, and thus, the music academy fails to provide attractive music education. These results are also in line with Saarikallio (2019), which shows that the success of the institutions involved in providing music education is dependent on the satisfaction of the musicians who are pupils there, and the satisfaction is a matter of emotions. When the students do not have an emotional experience, they are not committed to the music classes and course music. The lack of emotional experience restricts them from being satisfied with the education the institutions provide, although the management and music tutors do their best. The lack of satisfaction in students reduces the attractiveness of music education for the musician who attends the music classes.

The results indicated that the dissatisfied musician plays a mediating role between the resistance to innovation and music unattractive education. These results are supported by Abdullaha et al. (2020), which highlights that when the students are not provided with innovative musical instruments, trained on different sorts of innovative musical notes or styles, and novel performance environment, they do not feel easy while getting music education and do not have peacefulness of mind about their performance on the practical stage of the competition that is based on the innovation foundations. The dissatisfaction on the part of musicians who are getting musical education and training proves that the musical education that the institutions are providing is quite unattractive. These results are also supported by Aróstegui (2020), which proclaims that the music schools which are preparing the music syllabus, training processes, and evaluation of musicians’ performance incorporating innovation into their policies, the students have the satisfaction that they are getting accurate music education which could help them to be a good music tutor in future. The high level of satisfaction in the students makes music education attractive for newcomers. These results also agree with Xuefei (2020), which shows that the innovation adopted by music schools or academies improves the student’s satisfaction with effective music performance and their career. When the existing musicians are showing a high level of satisfaction, the others are also attracted to this institution in order to satisfy their music urge.

Theoretical and Empirical Implications

The present study has both theoretical and empirical Implications. It makes a lot of contributions to music literature by addressing many literary gaps. The study examines the influences of lack of emotional experience and resistance to innovation on music unattractive education. Considering the cultural and economic value of music education, many authors have addressed the impacts of lack of emotional experience and resistance to innovation on unattractive music education during different research periods. In a single research, the role of lack of emotional experience and resistance to innovation in unattractive music education has never been examined. The present article amalgamates the two variables while analyzing unattractive music education. This is one of the first attempts that satisfied musician has been considered as a mediator between the lack of emotional experience, resistance to innovation, and music unattractive education. The current study has great empirical implications in the modern world, where music is given great importance because of cultural, religious, and economic benefits. The present study provides a guideline to the government, schools, or academies for providing music education and musicians, as well as provides the ways how to make music education attractive, which enhances efficient musicians within the country. This article helps policymakers establish policies about making music education attractive for musicians by adopting innovation. The study guides that government must try to establish music schools and enforce the policies for removing the resistance to innovation and encouraging emotions in the music students so that the performance of the music schools can be improved. The study also guides that the management in music schools must focus on the emotional attachment of the students and tutors with the music and innovation adoption in music education in order to make it attractive.

Conclusion

The aim of the study was to check the influences of lack of emotional experience and resistance to innovation on music unattractive education and to determine the position of dissatisfied musicians between the lack of emotional experience, resistance to innovation, and music unattractive education. For the research, the questionnaire was distributed to Chinese music schools and empirical information on the lack of emotional experience, resistance to innovation, dissatisfied musicians, and music unattractive education was collected. According to the findings of the research, there is a positive association between lack of emotional experience, resistance to innovation, and music unattractive education and a dissatisfied musician is a mediator between the lack of emotional experience and resistance to innovation and music unattractive education. The results indicated that when the students neither have a prior emotional experience with the music nor the emotions are aroused in them toward the music, music skills, the essential music knowledge, and the performance steps; the music education becomes unattractive to them. The results also revealed that when the music schools are working on outdated processes, and there is no innovation in musical instruments, musical notes, and performance methods, the students feel no special interest in music learning as the music education becomes quite unattractive to them. The study also concluded that the lack of emotional experience and resistance to innovation produces dissatisfied musicians who cause unattractive music education.

Limitations and Recommendations

Some limitations are associated with the current study. It is expected those future scholars that must remove these limitations. The study examines only the lack of emotional experience and resistance to innovation impacts on music unattractive education. There are many other cultural, religious, social, and economic factors that have a direct influence on music unattractive education. But the present study is only restricted to lack of emotional experience and resistance to innovation without paying any attention to any of the cultural, social, religious, or economic factors for the analysis of music unattractive education. Future authors are recommended to analyze a greater number of factors that have deep impacts on music unattractive education. Moreover, for this study, the authors applied the questionnaire distribution technique to collect data in order to check the validity of the study hypotheses. The scholars are expected to adopt the empirical, experimental technique for the data collection, and data must be collected for an extended period so that more reliable findings can be presented.

Data Availability Statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

Author Contributions

All authors listed have made a substantial, direct, and intellectual contribution to the work and approved it for publication.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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