Understanding the Association between Musical Sophistication and Well-Being in Music Students

Quality of life and mental health are topics under discussion in the university environment that pose new educational challenges. Public policy in Chile establishes the need to track students who are starting university and who could find themselves at possible academic risk (Law 20. 903). These tra...

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Bibliographic Details
Published in:International journal of environmental research and public health 2022-03, Vol.19 (7), p.3867
Main Authors: Cara, Michel A, Lobos, Constanza, Varas, Mario, Torres, Oscar
Format: Article
Language:English
Subjects:
Colleges & universities
Education
Emotions
Humans
Information processing
Learning
Mental health
Motivation
Music
Music - psychology
Musical performances
Musicians & conductors
Public policy
Quality of Life
Questionnaires
Skills
Students
Students - psychology
Teachers
Universities
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Summary:Quality of life and mental health are topics under discussion in the university environment that pose new educational challenges. Public policy in Chile establishes the need to track students who are starting university and who could find themselves at possible academic risk (Law 20. 903). These transition processes experienced by students therefore need to be guided to improve the students' quality of life. Using a mixed design, the present study analyzes the association between musical sophistication (Ollen, 2006), students' well-being, and the performance of first-year students training to be music teachers ( = 25). The Ollen Musical Sophistication questionnaire and the Spanish version of the PERMA-profiler, a questionnaire for assessing well-being, were applied. In order to obtain detailed information about learning processes and educational needs, seven interviews were conducted. Results indicate a negative correlation between musical sophistication on the one hand and negative emotions (anxiety and anger) and loneliness on the other. This is reflected in less consistent academic performance, difficulties in identity development, and reduced motivation to face new challenges besides musical learning. We concluded that knowledge and observation of students' previous musical experience is crucial for understanding and supporting the educational transition process and well-being of student music teachers.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph19073867