Although there is an increasing number of studies investigating the effects of attending music programs and classes, research on the impact of gender role self-concept on the decision to attend music classes is limited. Current research highlights the significance of gender role self-concept in decision-making processes. Accordingly, we conducted path analysis on a sample of n = 353 fifth-graders to identify interrelations and mediation effects of students’ gender role self-concept on the attendance of a specific music class through the self-concept in music, intrinsic value of music, and other relevant aspects. The results showed that only gender role self-concept of femininity revealed direct effects on attending a music class. Students describing themselves as feminine had a more positive self-concept in music and value music more. No mediation effects could be detected. However, a negative direct path from gender role self-concept of femininity on music class attendance was observed. No effect was found for gender role self-concept of masculinity and music class attendance. The intrinsic value for music showed the highest impact on music class attendance. After discussing the main results, recommendations for researchers, teachers, and school administrators are made with regard to an accessible music education, which is independent of gender role orientations.

尽管越来越多的研究调查了参加音乐课程和课程的影响，但关于性别角色自我概念对参加音乐课程决定的影响的研究是有限的。当前的研究强调了性别角色自我概念在决策过程中的重要性。相应地，我们对 n = 353 名五年级学生进行了路径分析，通过音乐中的自我概念、音乐的内在价值来确定学生性别角色自我概念对特定音乐课出勤率的相互关系和中介作用。 ，以及其他相关方面。结果表明，只有女性气质的性别角色自我概念对参加音乐课有直接影响。形容自己为女性的学生对音乐有更积极的自我概念，更重视音乐。没有检测到中介效应。然而，观察到来自女性气质的性别角色自我概念对音乐课出勤率的负面直接路径。没有发现对男性气质和音乐课出勤率的性别角色自我概念的影响。音乐的内在价值对音乐课出勤率的影响最大。在讨论了主要结果之后，就不受性别角色取向影响的无障碍音乐教育向研究人员、教师和学校管理人员提出了建议。