Abstract
The multidimensional impact of music education on individual development has been a prominent research topic at the intersection of psychology and education. Based on the dual perspectives of the Big Five personality theory and self-determination theory, this study innovatively constructs a bidirectional model of personality, motivation, and achievement, systematically illustrating the dynamic interaction between personality traits and motivation in music learning. By integrating neurophysiological monitoring (EEG brainwave analysis, autonomic index tracking) and psycho-behavioral assessments (NEO-PI-R scale, SDQ-Music questionnaire), the study found that, in the positive chain, the openness trait significantly enhanced creative expression by increasing prefrontal α-wave synchronization (34.8%, p = 0.003), which led to a 63% increase in improvisation frequency (F = 18.29, p < 0.001). Additionally, the dutifulness trait optimized practice efficiency through goal stratification strategies, resulting in a 28% increase in the average daily effective hours (95% CI: 22%-34%). In the reverse causal chain, musical achievements (e.g., stage experience and skill refinement) significantly facilitated the development of extraversion through the cumulative effect of self-efficacy (β = 0.45, p = 0.001) and emotional feedback from social interactions, which contributed to the adaptive evolution of extraversion (β = 0.35, p = 0.01) and agreeableness (ΔT = + 7, p = 0.04). The study also proposes a "trait-context" dynamic adaptation framework, which includes cross-stylistic task design, stepped stage exposure, and collaborative role rotation. This framework provides a practical paradigm for personalized music teaching based on neurobehavioral evidence, emphasizing the dual value of music learning in skill development and personality growth.