Effect of educational music intervention on emotion regulation skills of first-year university music education students. Issue 47 (25th November 2022)

• Record Type: Journal Article
• Authors: Nwokenna, Edith N.; Sewagegn, Abatihun Alehegn; Falade, Temitope Ayodeji
• Is Part Of: Medicine. Volume 101:Issue 47(2022)
• Page Start: e32041
• Publication Date: 2022-11-25
• Subjects: educational music intervention -- emotion regulation -- emotion regulation skills -- first-year music education students -- rational humorous song; Medicine -- Periodicals; Medicine -- Periodicals; Médecine -- Périodiques; Geneeskunde; Medicine; Periodicals; Periodicals; 610.5
• DOI: 10.1097/MD.0000000000032041
• Languages: English
• ISSNs: 0025-7974

Abstract

Abstract : Background: Making music and listening to music have been found to contribute to positive mental health. In this study, we examined whether educational music intervention improved emotion regulation skills among first-year university music education students. Methods: The design of the study consisted of a randomized controlled trial with a treatment group as well as a control group. Students were randomly distributed to an intervention group and a control group. Students in the intervention group participated in twice-weekly group sessions for 8 weeks that discussed problem-solving skills, calming techniques, and retraining attributions. Instruments for data collection were; the Emotion Regulation Skills Scale and the Emotion Regulation Questionnaire. Results: Results demonstrate that educational music intervention can facilitate the development of emotional regulation skills in undergraduate students majoring in music education. Conclusion: Based on the results of this study, educational music intervention is effective in enhancing emotional regulation among first-year undergraduate music education students. The educational music program provides participants with the opportunity to enhance their ability to regulate their emotions.