Research on the acceptance of Chinese traditional music and student cultural identity differences under Chinese and Western music education models

In the era of globalization and cultural diversification, the collision and integration of Chinese and Western music education models have profoundly influenced students' cultural identity formation. This study aims to explore the influencing mechanism of different music education models on the acceptance of Chinese traditional music and the mediating role of cultural identity. Using stratified random sampling, 1156 students (46.3% male, aged 12-22) from eastern (36.8%), central (33.2%), and western (30.0%) regions who received different music education models were surveyed. Theoretical hypotheses were tested through structural equation modeling, mediation effect analysis, and multi-group comparison methods. Comprehensive assumption testing confirmed data suitability for SEM analysis (all skewness |values| < 2, kurtosis |values| < 7, VIF range: 1.23-2.87), and measurement invariance was established across education model groups (ΔCFI values <0.01 for configural, metric, and scalar invariance). The findings reveal that: (1) students primarily receiving traditional music education show significantly higher acceptance (M = 5.24, SD = 0.98) compared to comprehensive (M = 4.58, SD = 1.12) and Western music education models (M = 3.87, SD = 1.35), F(2,1153) = 78.42, p < 0.001, η² = 0.12; (2) cultural identity plays a partial mediating role (β = -0.198, p < 0.001), accounting for 47.7% of the total effect; (3) family music resources significantly moderate the impact (β = 0.142, p < 0.001); (4) western regions show higher transformation efficiency (β = 0.61) than eastern regions (β = 0.48), Δχ² = 9.87, p = 0.007; (5) music participation positively moderates the mediating effect (Index = 0.082, 95% CI [0.041, 0.123]). The model explains 23.8% of variance in cultural identity and 41.7% in traditional music acceptance. Model robustness was confirmed through alternative model comparisons, cross-validation (RMSE difference < 8%), and sensitivity analyses. However, the cross-sectional design limits causal inference, and future longitudinal research is needed to establish temporal precedence. The results indicate that music education models influence traditional music acceptance through dual pathways of direct transmission and cultural shaping, providing theoretical support and practical guidance for constructing a Chinese-Western integrated music education system while maintaining cultural subjectivity.