Background
Across various disciplines and theoretical perspectives, research studies have consistently shown that self-concept predicts a wide range of desirable outcomes (Lohbeck, 2023; Valentine et al., 2004). Self-concept refers to a person’s self-perception across multiple domains (Shavelson et al., 1976; Trautwein & Möller, 2016). Therefore, in the domain of music, music self-concept includes one’s self-perception of competence in music (Vispoel, 2021; Schnare et al., 2012). As a result, many studies have demonstrated that music self-concept is linked to various outcomes (Fiedler et al., 2024; Schmidt, 2005). However, there has been limited research on the role of music self-concept and musical activity in explaining students’ music-related achievements.

Aim
We examined how students' music self-concept, musical activity, and music-related achievements are related, and whether musical activity moderates or mediates these relationships.

Methods
The sample included 1,230 students with an average age of 12.79 years (SD = 1.81). All students were from German middle- and high-track schools (grades 5 through 10). We asked students to share demographic and music-related background information, along with details about their musical activities and their most recent school grades in music. We also assessed music self-concept (Fiedler & Spychiger, 2017; Schwanzer, 2002) and musical competencies across three dimensions: instrumental and rhythmic music-making, as well as singing (Hasselhorn & Knigge, 2021). Data were analyzed with correlation, moderation, and mediation analyses.

Results
The results showed that all measures are interconnected. Moderation analyses revealed that the relationship between music self-concept and musical competencies depends on the level of musical activity. Mediation analyses indicated that music self-concept and musical activity together mediate their relationship with students’ grades in music.

Discussion
Overall, the results support existing theoretical models and previous studies, while highlighting the importance of examining moderation effects before considering mediation effects.

The project Musik-Multis: Next Generation (University Mozarteum Salzburg, Austria) is an innovative support programme situated at the interface between school and university. It targets musically and pedagogically talented young people aged 15 to 18, preparing them for potential studies and careers in music education. Building on the successful predecessor projects Musik-Multis 1.0–4.0, where school teams independently designed and implemented music projects, the current phase offers a structured two-semester qualification pathway focusing on artistic, theoretical, communicative, and pedagogical competences.

Participants experience the university as a creative learning and exploration space, grow together as a musical peer community, develop their own artistic initiatives, and gain first-hand teaching experience on a basic level. The programme combines individual mentoring with collaborative, project-based learning, thus fostering participatory and democratic practices in music education. Young people are encouraged to take responsibility and experience music as a medium for connection, agency, and shared creativity.

At the same time, Musik-Multis: Next Generation responds to pressing educational challenges, particularly the increasing shortage of qualified music teachers and the decline in first-year enrolments in music education programmes across Europe (cf. MULEM-EX study 2024). By promoting early identification and support of music education talents, the project contributes to the long-term sustainability of the profession.

This practice paper presents the structure, aims, and initial outcomes of the programme and critically reflects on how targeted support for music-pedagogical competence development in adolescence can strengthen participation, bridge the transition between school and higher education, and contribute to a diverse, cohesive, and future-oriented culture of music education in democratic societies.